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http://dx.doi.org/10.14697/jkase.2006.26.1.16

Analysis of Approachs to Learning Based on Student-Student Verbal Interactions according to the Type of Inquiry Experiments Using Everyday Materials  

Kim, Hye-Sim (Korea National University of Education)
Lee, Eun-Kyeong (Korea National University of Education)
Kang, Seong-Joo (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.1, 2006 , pp. 16-24 More about this Journal
Abstract
The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.
Keywords
Problem-solving experiment; task-solving experiment; deep-approach; surface-approach;
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