논증활동에 의한 과학영재학생들의 용해 개념 변화 = The conceptual change for dissolution of gifted students employing argumentation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to the effects of argumentation on the dissolution concept of science-talented student. The concept of dissolution, for the purpose of the study, was taught to 20 elementary gifted students of a class for six sessions considering their level and participated in argumentation by groups. The results showed various level and progression in their dissolution concept and the increases in level of dissolution concept were observed in most of students. The students participated in argumentations actively when the concepts were understood or the level of difficulty was within their comprehension capacity. The students perceived that the instruction promoted argumentation and there was no restriction in argumentation, however, those perception changed when the difficulty level of instruction was perceived to be high. It is considered that the study contribute to the understanding of dissolution concept level of science-talented students and provide useful date to study investigating the correlation between dissolution concept and argumentation.