Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Elementary School Students' Interaction and Conceptual Change in Collaborative Scientific Argumentation

협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화

  • Received : 2019.03.18
  • Accepted : 2019.05.17
  • Published : 2019.05.31
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Abstract

The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

Keywords

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Fig. 1. Procedures of the research.

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Fig. 2. Conceptual change of small group 1 student ‘Ma’.

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Fig. 3. Conceptual change of small group 5 student ‘Ma’.

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Fig. 4. Conceptual change of small group 1 student ‘Ma’.

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Fig. 5. Conceptual change of small group 9 student ‘Ga’.

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Fig. 6. Interaction characteristics of small groups shown science conceptual change.

Table 1. Lesson topics and argument activities

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Table 2. Categories of conceptual change and students’ interaction (Sampson & Clark, 2011; Asterhan & Schwarz, 2007; Lee, 2019)

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Table 3. Sixth graders’ conceptual change about shape change of Moon

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Table 4. Interaction types of small groups shown conceptual change

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Table 5. Dialogic characteristics of 4th period by small groups

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Table 6. Dialogic participation of students shown conceptual change

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