동질모둠이 수행한 과학탐구실험에서 실험 진행에 따른 상호작용의 변화와 특성
Change and Characteristics of Interactions in a Homogeneous Group on Scientific Inquiry Experiments
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.
Abstract
The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.
참고문헌 (25)
- 권용주, "과학 교수학습과정에서 실험활동 중심 수업의 효율성에 대한 신경학적 설명", 한국과학교육학회지, 19(1), pp.29~40 (1999)
- 김조연, "사회적 상호작용을 강조한 과학탐구실험의 효과 및 인지수준에 따른 상호작용 분석", 대한화학회지, 45(5), pp.470~480 (2001)
- 오필석, "포트폴리오 체제를 적용한 수업에서 학생들의 소집단 내 상호작용 참여 양상과 포트폴리오 성취도와의 관계", 한국과학교육학회지, 25(7), pp.837~848 (2005), 한국과학교육학회
- 박종윤, "중학교 과학 수업에서 질문과 피드백을 활용한 교사-학생 상호작용 강화 수업 전략의 개발 및 적용", 한국과학교육학회지, 26(2), pp.239~245 (2006), 한국과학교육학회
- 성숙경, "사회적 상호작용을 강조한 과학탐구실험에서 언어적 상호작용의 변화와 특성", 박사, pp.2005
- 이현영, "사회적 상호작용을 강조한 과학 탐구실험 과정에서 학생-학생 상호작용 양상 분석", 한국과학교육학회지, 22(3), pp.660~670 (2002), 한국과학교육학회
- 조희숙, "비고츠키의 사회속의 정신" (2000), 양서원
- Alexopoulou, E., "Small-group discussion in physics: Peer interaction modes in peers & fours", Journal of Research in Science Teaching, 33(10), pp.1099~1114 (1996)
- Berg, C., "Benefiting from an open-ended experiment? A comparison of attitude to, and outcomes of, and expository versus and open-inquiry version of the same experimen", Journal of Science Education, 25(3), pp.351~372 (2003)
- Carter, G., "Relationships between ability-paired interaction and the development of fifth graders' concept of balance", Journal of Research in Science Teaching, 31(8), pp.847~856 (1994)
- Carter, G., "Examining science tools as mediators of students' learning about circuits", Journal of Research in Science Teaching, 36(1), pp.89~105 (1999)
- Fearheiley, M.L., "Barriers to learning science: The role of emotion in the conceptual change process" (2000), Paper presented at the annual meeting of the NARST
- Hogan, K., "Sociocognitive roles in science group discourse", International Journal of Science Education, 21(8), pp.855~882 (1999)
- Jimenez-Aleizandre, M.P., "“Doing the lesson” or “Doing science”: Argument in high school genetics", Science Education, 84(6), pp.757~792 (2000)
- Jones, M.G., "Verbal and nonverbal behavior of ability grouped dyads", Journal of Research in Science Teaching, 31(6), pp.603~619 (1994)
- Lumpe, A.T., "Peer interaction in science concept development and problem solving", School Science and Mathematics, 95(6), pp.302~309 (1995)
- Mahanz, M., "The content and nature of reflective teaching: A case of an expert middle school science teacher", Clearing House, 70(3), pp.143~150 (1997)
- Merriam, S.B., "Qualitative research and case study applications in education" (1998), Jossey-Bass Publishers
- Nakhleh, M.B., "A protocol analysis of the influence of technology on students' action, verbal commentary and thought process during the performance of acid-base titration", Journal of Science Teaching, 30(9), pp.1149~1168 (1993)
- Richmond, G., "An integrated approach", The Science Teacher, 61(6), pp.42~45 (1994)
- Richmond, G., "Making meaning in classrooms: Social processes in small-group discourse and scientific knowledge building", Journal of Research in Science Teaching, 33(8), pp.839~858 (1996)
- Rivas, M. G., "Student-student negotiation: Characteristics of constructing understanding" (1999), Paper presented at the annual meeting of the NARST
- Solomon, J., "About argument and discussion", School Science Review, 80(291), pp.57~62 (1998)
- Turner, T., "Learning to teach science in the secondary school" (1998), Routledge
- Tuyay, S., "Classroom discourse and opportunity to learn; An ethnography study of knowledge construction in a bilingual third-grade classroom", Discourse Processes, 19, pp.75~110 (1995)