Earticle

초록

영어

This study examined teachers’ epistemic understanding of scientific arguments. Twenty-seven middle and high school science teachers evaluated student-generated scientific arguments. Through a survey and an interview, the teachers discussed what epistemic criteria they used to evaluate arguments and why the arguments were good or bad. Although the teachers listed several basic conditions of scientific arguments such as the need for a claim and evidence, they showed less understanding of the epistemic criteria required to make a good scientific argument. For example, few teachers mentioned the possibility of interpreting the same data in multiple ways. Consequently, few teachers understood the possibility of multiple justifications linking data and claims. The study examined why teachers have difficulty guiding students in understanding argumentation as a means of enhancing epistemic understanding in terms of the teachers’ own decreased understanding. Finally, the need for a teacher education or professional development program that emphasizes epistemic features of scientific arguments, while dealing with the structural and dialogical dimensions of scientific arguments, is proposed.

목차

Abstract
 1. Introduction
 2. Background
  2.1. Difficulty of Teaching Argumentation
  2.2. Teaching Argumentation as an Epistemic Practice
 3. Method
  3.1. Study Design, Settings, and Participants
  3.2. Survey Investigating Epistemic Features of Scientific Argument
  3.3. Assessment of Scientific Argumentation
  3.4. Interviews with Teachers
 4. Analyses
 5. Findings
  5.1. What Epistemic Features of Argumentation Do Teachers Think Are Important for Understanding the Nature of Scientific Knowledge?
  5.2. What Epistemic Criteria Do Teachers Identify to Evaluate Arguments?
 6. Discussion
 References

키워드

저자

• Suna Ryu [ Dept. of Chemistry Education, Korea National University of Education, Chunbuk, Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Software Engineering and Its Applications

• 간기

  월간

• pISSN

  1738-9984

• 수록기간

  2008~2016

• 등재여부

  SCOPUS

• 십진분류

  KDC 505 DDC 605