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초등학생 소집단 활동에서 성별 구성에 따른 언어적 상호작용 유형과 안정성 분석

Analysis of Verbal Interaction Types and Stability according to Gender-Grouping in Elementary School Students’ Small Group Activities

김영신|임수민|양가인
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2020.08|초등과학교육 (Journal of Korean Elementary Science Education)|제39권 제3호|pp. 323-337|DOI http://dx.doi.org/10.15267/keses.2020.39.3.323

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키워드

stabilityelementary school studentsgender-groupingverbal interaction typesmall group activities
주제분류교육학

초록

To achieve effective learning, knowledge must be shared and developed through interaction with peer learners. Therefore, science education emphasizes small group inquiry activities that solves tasks through the interaction of members. The effect of small group inquiry activities depends on how to compose small groups. The way in which a group is composed is a very important factor for improving interaction. In particular, it has been reported that the gender of peer is a very important factor in the interaction between students in the composition of small groups. Meanwhile, studies are being conducted on the types and stability of verbal interactions in small group inquiry activities using social network analysis. The purpose of this study is to analyze the types and stability of verbal interaction types and stability according to gender-grouping in elementary school students' small group activities using social network analysis. To this end, 60 5th graders in elementary school were conducted with different gender in the composition of the group of male, female and mixed-gender students. The study found that the composition of a group by gender had little impact on the type or stability of verbal interaction. However, the frequency of verbal interactions was higher in mixed-gender groups than in other groups. Through this process, the gender-grouping in elementary school students’ small group activities suggests a mixed-gender group.

Abstract

To achieve effective learning, knowledge must be shared and developed through interaction with peer learners. Therefore, science education emphasizes small group inquiry activities that solves tasks through the interaction of members. The effect of small group inquiry activities depends on how to compose small groups. The way in which a group is composed is a very important factor for improving interaction. In particular, it has been reported that the gender of peer is a very important factor in the interaction between students in the composition of small groups. Meanwhile, studies are being conducted on the types and stability of verbal interactions in small group inquiry activities using social network analysis. The purpose of this study is to analyze the types and stability of verbal interaction types and stability according to gender-grouping in elementary school students' small group activities using social network analysis. To this end, 60 5th graders in elementary school were conducted with different gender in the composition of the group of male, female and mixed-gender students. The study found that the composition of a group by gender had little impact on the type or stability of verbal interaction. However, the frequency of verbal interactions was higher in mixed-gender groups than in other groups. Through this process, the gender-grouping in elementary school students’ small group activities suggests a mixed-gender group.

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중학생의 과학 탐구 활동에서 역할 부여가 언어적 상호작용의 유형 변화와 양상에 미치는 영향김영신, 임수민, 임유진과학교육연구소 · 과학교육연구지2020 · 제44권 제2호과학 탐구 활동에서 나타나는 과학영재들의 언어적 상호작용 유형 분석김명희, 김영신한국과학교육학회 · 한국과학교육학회지2015 · 제35권 제2호동질모둠이 수행한 과학탐구실험에서 실험 진행에 따른 상호작용의 변화와 특성성숙경, 최병순한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제1호초등학교 ‘렌즈의 이용’ 단원 탐구활동에서 나타나는 동질 모둠별 언어적 상호작용의 특징 분석권경필, 정희정한국광학회 · 한국광학회지2017 · 제28권 제6호과학 영재들의 학습양식에 따른 소집단 구성이 언어적 상호작용에 미치는 영향 탐색강성주, 윤지현, 이은경대한화학회 · 대한화학회지2014 · 제58권 제4호스마트 기기를 활용한 소집단 과학 학습에서 학생의 언어적 상호작용 분석강석진, 노태희, 안인영, 윤정현대한화학회 · 대한화학회지2017 · 제61권 제3호

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