An Analysis of Verbal Interaction among Science-Gifted Students in Inquiry Learning Based on Analogical Experimental Design Strategy Emphasizing Understanding and Checking Stages

Abstract

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction.' The analyses for each stage of strategy indicated that the frequencies of 'explain,' 'question,' and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion,' 'cumulative interaction,' and 'disputative interaction' were found to be high. At checking stage, 'making suggestion,' 'receiving opinion,' and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

An Analysis of the Verbal Interaction Patterns of Science-Gifted Students in Science Inquiry Activity

“…science inquiry activity, verbal interaction pattern, science-gifted students, social network analysis, small group 2010; Han, Park, & Ryu, 2011;Jhun & Hwang, 2010;Kang et al, 2012;Kim, Lee, & Kang, 2006;Lee et al, 2002;Lee et al, 2012;Yoo, 2012;You & Noh, 2012 (Krackhardt, 1992;Storberg-Walker & Gubbins, 2007 (Emirbayer, 1997). 따라서 집단의 전체 구조와 각 구성원의 위치나 역할을 중심으로 상호 관계를 역동적이고 체계적으로 표현하는데 매 우 효과적이다 (Chang, 1997)…”

Communication Status in Group and Semantic Network of Science Gifted Students in Small Group Activity

“…그리고 교수학습 방법에서도 학생들로 하여금 의사소통 능력을 함양하여 자신의 의견을 명 확히 표현하고 다른 사람의 의견을 존중하는 태도를 가지도록 소집단 학습을 강조하고 있다(Ministry of Education, Science and Technology, 2011). 최근 과학교육 분야에서도 집단 활동에서 언어 상 호작용 및 의사소통에 대한 연구 (Jeon et al, 2000;Lim and Noh, 2001;You and Noh, 2012)가 활발하 게 진행되었다. 그렇지만 상당수의 연구들은 인터뷰, 관찰, 질문지 등을 활용하여 개인의 특성을 파악한 후 연구자들의 의도에 따라 집단을 구성하고, 이들로 부터 산출된 연구 결과를 정량적으로 분석한 것들이 대부분이다 (Lim et al, 2007).…”