중학생들의 생물분류에 대한 소집단 논변활동의 이해 -리더의 역할을 중심으로-
Understanding of Middle School Students’ Small Group Argumentation of Plant and Animal Classification: Focusing on the Effects of Leader
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This study was performed to explore how social interactions in small group contribute small group argumentation in socio-cultural perspectives. To this end, inquiry activities including argumentation for ‘composition and diversity of organisms’ unit were developed and applied to 7th grade students. Different small groups showed different quality of argumentation. Leader of each group influenced small group argumentation due to the side of fostering other member’s participation, and facilitating other member’s thinking needed to argument. Thus, we categorized types of leader based on these two traits. There were three types of leader in our participants: inclusive facilitator, exclusive facilitator,and inclusive bystander. In groups having Inclusive facilitator, active collaborative argumentation was performed and elaborate knowledge of biology classification was constructed. However,in groups having other types of leader, collaborative argumentation wasn't performed well and construction of knowledge about biology classification was restricted. Each member’s knowledge about biology classification and argumentation also influenced collaborative argumentation.
Abstract
This study was performed to explore how social interactions in small group contribute small group argumentation in socio-cultural perspectives. To this end, inquiry activities including argumentation for ‘composition and diversity of organisms’ unit were developed and applied to 7th grade students. Different small groups showed different quality of argumentation. Leader of each group influenced small group argumentation due to the side of fostering other member’s participation, and facilitating other member’s thinking needed to argument. Thus, we categorized types of leader based on these two traits. There were three types of leader in our participants: inclusive facilitator, exclusive facilitator,and inclusive bystander. In groups having Inclusive facilitator, active collaborative argumentation was performed and elaborate knowledge of biology classification was constructed. However,in groups having other types of leader, collaborative argumentation wasn't performed well and construction of knowledge about biology classification was restricted. Each member’s knowledge about biology classification and argumentation also influenced collaborative argumentation.
참고문헌 (33)
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