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http://dx.doi.org/10.15267/keses.2020.39.3.323

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

Lim, Soo-min (Kyungpook National University)
Yang, Ga-in (Kyungpook National University)
Kim, Youngshin (Kyungpook National University)
Publication Information
Journal of Korean Elementary Science Education / v.39, no.3, 2020 , pp. 323-337 More about this Journal
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
elementary school students; gender-grouping; verbal interaction type; stability; small group activities;
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