KMID : 1059520150590010078
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Journal of the Korean Chemical Society 2015 Volume.59 No. 1 p.78 ~ p.87
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Analysis of Argumentation in Middle School Science Classroom Using Argument-Based Inquiry
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Lee Min-Ji
Kwon Jeong-In Nam Jeong-Hee
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Abstract
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The purpose of this study was to investigate the argumentation of middle school students during the argumentbased inquiry. A total of sixty eight 8th grade middle school students participated in this study and they performed six argument- based inquiry programs. Data were collected from two of the latest programs by audio-recording and transcription of each group engaging in argumentation. The study findings showed that; first, the most frequent element of argumentation in the all of stages of the two programs was following order: ¡®claim¡¯ and ¡®request and response¡¯ and ¡®simple agreement¡¯. The most active argumentation was showed at the designing experiments stage and the most inactive was showed at the generating questions stage. Second, as a result of analyzing the argumentation level for each stage of the argument-based inquiry, a high level of argumentation was shown at the claim and evidence stage, and a low level of argumentation was shown at the generating questions stage in the argumentation structure. As a result of the validity of argumentation, the validity of argumentation was the highest level in the claim and evidence stage.
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KEYWORD
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Argument-based inquiry, Argumentation, Argumentation structure, Validity of argumentation
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