소집단 논변활동에서 학습자의 학습접근방식과 지식수준에 따른 사회적 상호작용 양상
Social Interaction according to Students’ Approaches to Learning Scienceand Their Levels of Scientific Knowledge during Small-Group Argumentation
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The purpose of this study was to explore the advanced utterances of students with different learning approaches and levels of scientific knowledge during small-group argumentation. It was also investigated how these advanced utterances accompanied social support to contribute to group argumentation in the science classroom. Four students were selected for the focus group and participated in the lessons designed for group argumentation about blood circulation. The following data were analyzed: transcripts of the recordings during the lessons and semi-constructed interviews, students’ worksheets, a learning approach questionnaire, and report cards. The data indicated that the student with a deep learning approach and a high level of scientific knowledge showed a higher frequency of advanced utterances. Deep learners provided others cognitive support for idea elaboration as a form of questioning and facilitated other surface learner with a high level of scientific knowledge, thus participating in cognitive support and giving information. At the same time, students engaged in group argumentation actively through utterances related to emotional support for participation and for encouragement. Accordingly, surface learners showed deep approaches to learning science, and the student with a lower level of scientific knowledge improved his academic achievement. These findings provide science teachers and researchers pedagogical implications concerning the teaching and learning strategies for group argumentation.
Abstract
The purpose of this study was to explore the advanced utterances of students with different learning approaches and levels of scientific knowledge during small-group argumentation. It was also investigated how these advanced utterances accompanied social support to contribute to group argumentation in the science classroom. Four students were selected for the focus group and participated in the lessons designed for group argumentation about blood circulation. The following data were analyzed: transcripts of the recordings during the lessons and semi-constructed interviews, students’ worksheets, a learning approach questionnaire, and report cards. The data indicated that the student with a deep learning approach and a high level of scientific knowledge showed a higher frequency of advanced utterances. Deep learners provided others cognitive support for idea elaboration as a form of questioning and facilitated other surface learner with a high level of scientific knowledge, thus participating in cognitive support and giving information. At the same time, students engaged in group argumentation actively through utterances related to emotional support for participation and for encouragement. Accordingly, surface learners showed deep approaches to learning science, and the student with a lower level of scientific knowledge improved his academic achievement. These findings provide science teachers and researchers pedagogical implications concerning the teaching and learning strategies for group argumentation.
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