122nd General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Grand Ballroom
Time 10월 18일 (목요일) 11:00~12:30
Code EDU.P-494
Subject The Effect of Teacher’s Written Feedback on the Quality of Argumentation in Students’ Claim and Evidence Writing in Inquiry chemistry Experiment
Authors Jung eun Choi*, Ae Ja Woo*
General Science Education, Ewha Womans University, Korea
Abstract The purpose of this study is to investigate the effect of teacher’s written feedback on the quality of the argumentation on students’ claim-evidence writing. In this study, 31 students from the Science Education Department of the Teachers College participated in the ‘inquiry chemistry experiment’. The students in the experimental group and the comparative group performed all the other activities in the same way, except that they provided written feedback. In the experimental group and the comparative group, pre- and post- claim-evidence writing test for the candle experiment and electrolytic experiment (Da eun Kim, 2014) were conducted. And the students of experimental group conducted interviews and awareness questionnaires about the teacher’s written feedback after post- claim-evidence writing. The results of the study are as follows. First, the results of the SPSS 25.0 analysis of the pre- and post- claim-evidence writing test score of the experimental group and the comparative group, in comparison within the group, the experimental group showed significant improvement in the claim, evidence score of candle experiment, and the evidence score of electrolytic experiment except the claim score of electrolytic experiment, whereas the comparative group showed significant improvement only in the evidence score of electrolytic experiment(p<0.05). In addition, the results of the comparison post- claim-evidence writing score between the experimental group and the comparative group showed that there was a significant difference in the claim and evidence score of candle experiment and the evidence score of electrolytic experiment except the claim score of electrolytic experiment(p<0.05). Second, the results of the interviews for the awareness of the written feedback showed that the students felt difficulties and burdens in the early stage of the claim-evidence writing due to the unfamiliarity of writing with science, the boundary of claim and evidence, and the difficulty of logical development. However, through the written feedback provided in claim-evidence writing steadily, student were able to capture the direction of the claim-evidence writing, and to feel confident that the evidence could be developed logically, reducing the burden of writing. They also said that when presenting evidence, they should write on the basis of experiment results and know that they should write it in detail so that it is understandable even if the person who does not understand contents reads it.
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