지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2013.1
- 수록면
- 569 - 580 (12page)
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This study examined how a Structured Reading Framework (SRF) is related to improving students' critical thinking ability in an argument-based inquiry approach, called the Science Writing Heuristic (SWH) approach. A total of 75 8th graders participated in the study, with 34 in the control group and 41 in the treatment group. The gains in critical thinking skills were compared between two groups, and relationships among the components of the reading framework and the critical thinking skills were explored at the group level. Result indicates that the treatment group who used the SRF had larger gains in critical thinking scores than control group who used the Original Reading Framework (ORF). In addition, results show that the correlations between Reading Framework (RF) components and critical thinking scores are statistically significant in the treatment group, while no correlations exist in the control group. It appears that using the SRF have an impact on developing students' critical thinking ability by providing a scaffold to assist argumentation practice.
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참고문헌 (24)
참고문헌 신청
Bangert-Drowns, R. L. / 2004 / The effects of school-based writing-to-learn interventions on academic achievement : A meta-analysis / Review of Educational Research 74 : 29 ~
Bransford, J. / 2000 / How people learn: Brain, mind, experience, and school / National Academy Press
Cavagnetto, A. R. / 2010 / Argument to foster scientific literacy; a review of argument interventions in K-12 science contexts / Review of Educational Research 80 (3) : 336 ~
Cavagnetto, A. R. / 2012 / The Importance of embedding argument within science classrooms : Perspectives on scientific argumentation / Springer : 39 ~ 53
Davis, E. A. / 2000 / Scaffolding students’knowledge integration : Prompts for reflection in KIE / International Journal of Science Education 22 : 819 ~ 837
Bransford, J. / 2000 / How people learn: Brain, mind, experience, and school / National Academy Press
Cavagnetto, A. R. / 2010 / Argument to foster scientific literacy; a review of argument interventions in K-12 science contexts / Review of Educational Research 80 (3) : 336 ~
Cavagnetto, A. R. / 2012 / The Importance of embedding argument within science classrooms : Perspectives on scientific argumentation / Springer : 39 ~ 53
Davis, E. A. / 2000 / Scaffolding students’knowledge integration : Prompts for reflection in KIE / International Journal of Science Education 22 : 819 ~ 837
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