Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Verbal Interaction Types and Stability according to Gender-Grouping in Elementary School Students' Small Group Activities

초등학생 소집단 활동에서 성별 구성에 따른 언어적 상호작용 유형과 안정성 분석

  • Received : 2020.05.01
  • Accepted : 2020.06.05
  • Published : 2020.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

To achieve effective learning, knowledge must be shared and developed through interaction with peer learners. Therefore, science education emphasizes small group inquiry activities that solves tasks through the interaction of members. The effect of small group inquiry activities depends on how to compose small groups. The way in which a group is composed is a very important factor for improving interaction. In particular, it has been reported that the gender of peer is a very important factor in the interaction between students in the composition of small groups. Meanwhile, studies are being conducted on the types and stability of verbal interactions in small group inquiry activities using social network analysis. The purpose of this study is to analyze the types and stability of verbal interaction types and stability according to gender-grouping in elementary school students' small group activities using social network analysis. To this end, 60 5th graders in elementary school were conducted with different gender in the composition of the group of male, female and mixed-gender students. The study found that the composition of a group by gender had little impact on the type or stability of verbal interaction. However, the frequency of verbal interactions was higher in mixed-gender groups than in other groups. Through this process, the gender-grouping in elementary school students' small group activities suggests a mixed-gender group.

Keywords

References

  1. Alexopoulou, E. & Driver, R. (1996). Small‐group discussion in physics: Peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099-1114. https://doi.org/10.1002/(SICI)1098-2736(199612)33:10<1099::AID-TEA4>3.0.CO;2-N
  2. Baker, D. & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3-27. https://doi.org/10.1002/tea.3660320104
  3. Chang, H. P. & Lederman, N. G. (1994). The effects of levels of cooperation within physical science achievement. Journal of Research in Science Teaching, 31(2), 167-181. https://doi.org/10.1002/tea.3660310207
  4. Choi, K. & Cho, H. (2003). Ethical teaching/learning methods of science. Journal of the Korean Association for Science Education, 23(2), 131-143.
  5. Choi, E. & Kim, J. (2018). Interaction analysis in elementary english classes by grades through FLINT. The Journal of Learner-Centered Curriculum and Instruction, 18(2), 523-539.
  6. Guzzetti, B. & Williams, W. O. (1996). Gender, tewt, and discussion: Examining intellectual safety in the science classroom. Journal of Research in Science Teaching, 33(1), 5-20. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1<5::AID-TEA1>3.0.CO;2-Z
  7. Hogan, K. (1999). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882. https://doi.org/10.1080/095006999290336
  8. Hopper, T. B. (1992). Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14(3), 205-227. https://doi.org/10.3102/01623737014003205
  9. Jang, H. & Kim, Y. (2017). An analysis of effect for grouping methods corresponding to ecological niche overlap of 7th graders’ photosynthesis concepts. Journal of Science Education, 41(2), 195-212. https://doi.org/10.21796/jse.2017.41.2.195
  10. Johnson, D. & Johnson, R. T. (1989). Learning tower and alone: Cooperation, competition and individualization (2nd ed). NJ: Prentice-Hall.
  11. Kang, S., Kim, C. & Noh, T. (2000). Analysis of verbal interaction in small group discussion. Journal of the Korean Association for Science Education, 20(3), 353-363.
  12. Kim, H., Choi, B. (2009). Development of the instructional model emphasizing discussion and the characteristics of verbal interactions during its implementation in a science high school. Journal of the Korean Association for Science Education, 29(4), 359-372.
  13. Kim, J. & Kim, B. (2004). The effects of group size on science process skills and attitudes toward science in middle school students, science labortary class. Korea National University of Education. Master's thesis. Chengju, Korea.
  14. Kim, M. & Kim, Y. (2015). An analysis of verbal interaction pattern of science gifted students in science inquiry activity. Journal of the Korean Association for Research in Science Education, 35(2), 333-342. https://doi.org/10.14697/jkase.2015.35.2.0333
  15. Kim, S., Kim, K., Park, J. & Park, J. (2007). A case study on social interaction according to gender-grouping. Journal of the Korean Association for Science Education, 27(7), 559-569.
  16. Kim Y. (2018). Analysis of verbal interaction types and stability in science inquiry activities in 7th grade students. The Journal of Learner-Centered Curriculum and Instruction, 18(6), 563-584.
  17. Kim, Y. (2019). Verbal interaction types and stability by science process skills in science gifted students. The Journal of Learner-Centered Curriculum and Instruction, 19(16), 335-353. https://doi.org/10.22251/jlcci.2019.19.16.335
  18. Kim, Y., Kim, M., Ha, M. & Lim, S. (2017). Analysis of changes in verbal interaction types of science-gifted students. EURASIA Journal of Mathematics, Science & Technology Education, 13(6), 2441-2457.
  19. Knoke, D. & Kuklinski, J. H. (1982). Network analysis. Quantitative applications in the social sciences; Vol. 28. Sage Publications.
  20. Lee, S. (2001). Survey on teachers' attitudes toward coeducation: For the teachers with experience in both coeducation and non-coeducation. Master's thesis, Ewha Womans University. Seoul, Korea.
  21. Lee, S. (2013). Network analysis methodology. Seoul: Nonhyung.
  22. Lee, Y., Yoo, J. (2003). Effect of gender grouping on cooperative learning in middle school science. The Journal of The Korean Earth Science Society, 24(3), 141-149.
  23. Lee. H., Chang, S., Seong, S., Lee, S., Kang, S. & Choi, B. (2002). Analysis of student-student interaction in interactive science inquiry experiment. Journal of the Korean Association for Science Education, 22(3), 660-670.
  24. Lim, S., Park, K., Ha, M., Lee, H. & Kim, Y. (2019). Verbal interaction types in science inquiry activities by group size. EURASIA Journal of Mathematics, Science & Technology Education, 15(7).
  25. Ministry of Education (2015). Science curriculum. Notification No. 2015-74 of the Ministry of Education, Supplement No. 9.
  26. Mortimer, E. F. & Scott, P. (2003). Meaning making in secondary science classroom. Maidenhead-Philadelphia: Open University Press.
  27. Noh, T., Lim, H., Park, S. & Cha, J. (1998). The effects of grouping in cooperative learning strategy. Journal of korean Association for Research in Science Education, 18(1), 61-70.
  28. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345-375. https://doi.org/10.1146/annurev.psych.49.1.345
  29. Peltz, W. H. (1990). Can girls+ science− stereotypes= success? Subtle sexism in science studies. The Science Teacher, 57(9), 44-49.
  30. Russell, D.(1993). Vygotsky, Dewey, and externalism: Beyond the student/discourse dichotomy. Journal of advanced Composition, 13(1), 173-197.
  31. Ryu, S. (1999). A study on the role of social interaction of Piaget and Vygotsky in mathematics education. Research in Science Mathematics Education, 22, 109-131.
  32. Savery, R. E. & Duffy, T. M. (2001). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
  33. Seong, S. (2005). Change and characteristics of verbal interaction in science inquiry experiments emphasizing social interactions. Unpublished doctoral dissertation, Korea National University of Education, Chungju.
  34. Shin, Y. (2000). The effects of problem-oriented interdisciplinary science program based girl friendly I3E science teaching strategy, The Korean Journal of Biology Education, 28(2), 100-109.
  35. Sohn, D. (2010). Social network analysis. Seoul: Kyungmunsa.
  36. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
  37. Watson. J., Swain, J. & McRobbie, C. (2004). Students’ discussion in practical scientific inquiries. International Journal of Science Education, 26(1), 24-45.
  38. Webb, N. (1991). Task related verbal interaction and mathematics education. Journal for Research in Mathematics Education, 22(5), 366-389. https://doi.org/10.2307/749186
  39. Yang, J., Lee, H., Oh, C., Jeong, J., Kwon, Y. & Park, K. (2007). An analysis of social interaction according to students’ preference for groups in science instruction of elementary school. Journal of Korean Elementary Science Education, 26(1), 1-11.