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| Type |
Poster Presentation |
| Area |
Chemistry Education |
| Room No. |
Event Hall |
| Time |
4월 19일 (목요일) 11:00~12:30 |
| Code |
EDU.P-675 |
| Subject |
Analysis of Preservice Chemistry Teachers’ Modeling Ability in General Chemistry Experiment Using Argument-based Modeling: Impact of writing for difference audience |
| Authors |
Hanyoung Kim, JEONGHEE NAM1,*, Aeran Choi2, hyesook cho3
Center for Science Teaching and Learning, Pusan National University, Korea
1Department of Chemical Education, Pusan National University, Korea
2General Science Education, Ewha Womans University, Korea
3Haknam high school, Korea
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| Abstract |
This study applies the Argument-based Modeling Strategy to general chemistry experiment activities for preservice chemistry teachers in order to observe the modeling ability on the audience' perspective. Argument-based Modeling(AbM) is a learning strategy for students to search for evidence that will support their claims. One can cultivate critical and comprehensive thinking skills by listening to someone else’s opinions and determining their validity, and when proposing alternatives to refutations. Through writing, students are able to improve their analytical and comprehensive thinking skills. In addition, particular audiences for writing have an impact on students understanding of science concepts. Writing to a peer or a younger audience other than teacher leads to benefits in student construction of scince knowledge.
The participants of the study were 18 first-year university students (8 male, 10 female), taking a general chemistry lab course at a university located in a metropolitan city. The students participated for a year, from March through December of 2017. The general chemistry lab was divided into six groups of three to four persons. The groups were divided according to the results of a chemistry concepts test, whether or not the student had completed Chemistry II in high school. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. In the analysis, one science education expert, one science teacher with a doctorate in science education, one PhD student, and one master’s student were involved in. We analyzed the lab reports submitted by the preservice secondary chemistry teachers in order to check the standard of their model in a general chemistry experiments using Argument-based Modeling. We also conducted and analyzed questionnaires to ascertain the preservice chemistry teachers’ perceptions on model and modeling. |
| E-mail |
rlagksdud24@naver.com |
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121st General Meeting of the KCS