학생의 성격 유형을 고려한 초등 과학 모둠 활동에서 창발성 발현 사례 분석
Case Analyses of the Emergent Properties expressed in Group Activities according to Student’s Personality Types in Elementary School Science
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The present study was designed to examine the effects organization of small groups according to the student’s personality types on elementary science learning and emergent properties. Emergent property is defined as a phenomenon whereby novel entities arise through interactions among component entities such that the novel entities exhibit properties the component entities do not exhibit. The sample was composed of 20 students in Grade 4 at ‘G’ elementary school in Seoul. The three groups were formed as introvert, extrovert, and introvert/extrovert (mixed) groups according to student’s personality types. During the cooperative activities, a series of data were obtained and compared in terms of expression of emergent properties. The discourses occurred within each group were recorded and the interviews were performed and analyzed in an attempt to see how the way of organization of groups according to student’s personality types and the cooperative activities in science are interrelated. The students of extrovert group presented quickly and actively new alternatives in the situations of opinion disagreement. And the opinions of the students with poor peer relationships were often ignored in cooperative processes. The introvert group seldom expressed active interaction and so emergent properties. Also, the introvert leaders in the introvert/extrovert groups didn’t induce emergent properties a lot. The introvert group showed distribution type of cooperative learning. On the other hand, the extrovert group showed the emergent type of cooperative learning more frequently. The present study concludes that we should consider the personality types and peer relations of the students in designing and executing the cooperative learning in the elementary school science.
Abstract
The present study was designed to examine the effects organization of small groups according to the student’s personality types on elementary science learning and emergent properties. Emergent property is defined as a phenomenon whereby novel entities arise through interactions among component entities such that the novel entities exhibit properties the component entities do not exhibit. The sample was composed of 20 students in Grade 4 at ‘G’ elementary school in Seoul. The three groups were formed as introvert, extrovert, and introvert/extrovert (mixed) groups according to student’s personality types. During the cooperative activities, a series of data were obtained and compared in terms of expression of emergent properties. The discourses occurred within each group were recorded and the interviews were performed and analyzed in an attempt to see how the way of organization of groups according to student’s personality types and the cooperative activities in science are interrelated. The students of extrovert group presented quickly and actively new alternatives in the situations of opinion disagreement. And the opinions of the students with poor peer relationships were often ignored in cooperative processes. The introvert group seldom expressed active interaction and so emergent properties. Also, the introvert leaders in the introvert/extrovert groups didn’t induce emergent properties a lot. The introvert group showed distribution type of cooperative learning. On the other hand, the extrovert group showed the emergent type of cooperative learning more frequently. The present study concludes that we should consider the personality types and peer relations of the students in designing and executing the cooperative learning in the elementary school science.
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