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KMID : 1059520220660010050
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Journal of the Korean Chemical Society
2022 Volume.66 No. 1 p.50 ~ p.60
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Exploring the Nature of Argumentation in Science Education
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Jung Do-Jun
Nam Jeong-Hee
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Abstract
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The purpose of this study is to explore the Nature of Argumentation in Science education (NAS). For this purpose, we collected previous studies conducted on the argumentation in science education, and then collected previous studies were analyzed to extract the overall characteristics of argumentation in science education. Based on the results, an expert review was conducted, then the nature of argumentation in science education was finally derived to a total of seven components: ‘evidence based’, ‘linguistic interaction’, ‘context dependency’, ‘public decision-making’, ‘tentative agreement’, ‘methodological diversity’, and ‘enculturation of scientific culture’. Understanding the nature of argumentation in science education can promote the practice of argumentation in science learning. Therefore, further studies will be necessary to conduct research to expand and refine the nature of argumentation in science education in order to effectively practice it in science learning.
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KEYWORD
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Science education, Argument, Argumentation, Nature of argumentation in science education
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