MBL를 이용한 효소 실험의 닫힌 탐구와 안내된 탐구에서 언어적 상호 작용 비교
Comparison of Verbal Interactions between Students Performing the Closed Inquiry and the Guided in Enzyme Experiment Class using MBL
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초록
This study aimed at figuring out how the openness of a scientific experiment affects students' verbal interactions. To that end, we developed closed inquiry experiments and guided inquiry experiments in the form of MBL about enzyme. The 18 male 10th graders participated in the experiments. A set of 3 groups took part in closed experiments, and another set in the guided ones. During the experiments, students' verbal interactions were recorded and analyzed the transcribed version and subjected each group to an unstructured interview. As a result, guided experiments group were more aggressive than closed experiments group in verbal interaction while planning and conducting. In high-performing group, the guided experiment group turned out to be more verbal interactive about related task and cognitive aspect. In affective aspect, guided experiment group showed little negative interaction while displaying self-satisfaction and praise of others, and were more aggressively engaged in high-level verbal interaction. In mid-performing groups, the guided experiment group was more aggressive and exchanged much more opinions than control group. In low-performing groups, the guided experiment group exchanged opinions unrelated to class and complained about the difficulty of the experiment planning process more often. Moreover, the guided experiment group was less engaged in high-level verbal interactions. Finally, we came to a conclusion that generally guided experiments encourage students to be more aggressive in verbal interaction; however, cognitive level and academic achievement in science can serve as two factors that can affect the outcome.
Abstract
This study aimed at figuring out how the openness of a scientific experiment affects students' verbal interactions. To that end, we developed closed inquiry experiments and guided inquiry experiments in the form of MBL about enzyme. The 18 male 10th graders participated in the experiments. A set of 3 groups took part in closed experiments, and another set in the guided ones. During the experiments, students' verbal interactions were recorded and analyzed the transcribed version and subjected each group to an unstructured interview. As a result, guided experiments group were more aggressive than closed experiments group in verbal interaction while planning and conducting. In high-performing group, the guided experiment group turned out to be more verbal interactive about related task and cognitive aspect. In affective aspect, guided experiment group showed little negative interaction while displaying self-satisfaction and praise of others, and were more aggressively engaged in high-level verbal interaction. In mid-performing groups, the guided experiment group was more aggressive and exchanged much more opinions than control group. In low-performing groups, the guided experiment group exchanged opinions unrelated to class and complained about the difficulty of the experiment planning process more often. Moreover, the guided experiment group was less engaged in high-level verbal interactions. Finally, we came to a conclusion that generally guided experiments encourage students to be more aggressive in verbal interaction; however, cognitive level and academic achievement in science can serve as two factors that can affect the outcome.
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