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dc.contributor.author최애란-
dc.date.accessioned2018-11-23T16:30:05Z-
dc.date.available2018-11-23T16:30:05Z-
dc.date.issued2017-
dc.identifier.issn1017-2548-
dc.identifier.otherOAK-23795-
dc.identifier.urihttp://dspace.ewha.ac.kr/handle/2015.oak/246998-
dc.description.abstractThe purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.-
dc.languageKorean-
dc.publisherKorean Chemical Society-
dc.subjectArgument-
dc.subjectScience inquiry-
dc.subjectSecondary science teacher education-
dc.titleAn analysis of written claim and evidence produced by secondary science teachers in a context of chemistry inquiry-
dc.typeArticle-
dc.relation.issue6-
dc.relation.volume61-
dc.relation.indexSCOPUS-
dc.relation.indexKCI-
dc.relation.startpage359-
dc.relation.lastpage368-
dc.relation.journaltitleJournal of the Korean Chemical Society-
dc.identifier.doi10.5012/jkcs.2017.61.6.359-
dc.identifier.scopusid2-s2.0-85040326632-
dc.author.googleKim D.-
dc.author.googleChoi A.-
dc.contributor.scopusid최애란(25630171900)-
dc.date.modifydate20181123093821-
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사범대학 > 과학교육과 > Journal papers
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