초등학교 영재 학생들의 탐구 활동에서 나타나는 논증 과정 평가 및 분석 = An Analysis on the Level of Elementary Gifted Students` Argumentation in Scientific Inquiry

다국어 초록 (Multilingual Abstract)

The purpose of this study was to evaluate the level of elementary gifted students` argumentation and examine the special features of argumentation founded in scientific inquiry. 28 students were selected in the special education center for the gifted in K National University. They were organized 8 groups of 3～4 students and engaged in scientific inquiry activity. The researcher wasn`t involved in students` inquiry activity and argumentation except for the guiding and introducing their activity. In the first session, each group carried out the experiment ``Putting a heated can in the water`` and then, the students discussed to probe their experimental results and build their explanation. In the second session, each group presented their experiment results and evidence from their experiment justifying their claims, and had questions from other groups. The protocol data during 8 groups` argumentations were analyzed using ``Rubric for Scientific Argumentation Assessment`` (Yang et al., 2009) in three domains-the form, content and attitude. As a result, in form domain, almost groups were rated 2 points due to their argument without rebuttal on the subcategory of ``composition``, but they got a good grade above 3 points in subcategory such as ``claim``, ``ground``, and ``conclusion``. In content domain, almost groups got points above 3 points. In attitude domain, there were some striking contrast between each groups. Six groups got good score more than 4 points on the subcategory of openness, but two groups, they alleged and got score below 3 point. While the 6 groups of all got 4 points in the aspect of participation, 3 groups got 3 points lower than because they only just asserted and not interact with other groups. Throughout the argumentation, two features were found that; as time goes by, arguments were refined; Students tended to use their prior to knowledge rather than evidence such as experimental data in making claims and conclusions.

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