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KMID : 1059520220660050390
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Journal of the Korean Chemical Society
2022 Volume.66 No. 5 p.390 ~ p.404
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Comparative Analysis of Epistemic Thinking in Middle School Students in Argument-Based Inquiry(ABI) Science Class of No Face-to-Face and Face-to-Face Context
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Lee Ji-Hwa
Cho Hye-Sook
Nam Jeong-Hee
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Abstract
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The purpose of this study was to analyze the characteristics and changes in epistemic thinking when an argument-based inquiry science class was applied in no face-to-face and face-to-face situations. Participants of this study were 113 8th grade students of four classes from a coed educational middle school in a metropolitan city. Data collection was made over one semester during which ten argument-based inquiry science lessons on five subjects were conducted in both no face-to-face and face-to-face context. As a result of comparing and analyzing students' epistemic thinking in the argumentation of each group’s generating question stage, the no face-to-face classes showed higher understanding of contents and more evidence suggestion validity than face-to-face classes did. Claim validity and categories of process in argumentation were higher in face-to-face classes than No face-to-face classes. Students were able to improve their understanding of knowledge through writing by discussing rather than direct communication in no face-to-face situations, and in face-to-face situations, students showed that their thoughts were influenced by interpersonal relationships with the group members.
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KEYWORD
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Argument-Based Inquiry (ABI), Epistemic thinking, Face-to-face context, No face-to-face context
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