Small Group Interaction and Norms in the Process of Constructing a Model for Blood Flow in the Heart
![]() |
Kang, Eun-Hee
(Seoul National University)
Kim, Chan-Jong (Seoul National University) Choe, Seung-Urn (Seoul National University) Yoo, June-Hee (Seoul National University) Park, Hyun-Ju (Chosun University) Lee, Shin-Young (Seoul National University) Kim, Heui-Baik (Seoul National University) |
1 | Crawford, B. A., Krajcik, J. S., & Marx, R. W. (1999). Elements of a community of learners in a middle school science classroom. Science Education, 83(6), 701-723. DOI |
2 | Dixon, J. K., Egendoerfer, L. A., & Clements, T. (2009). Do they really need to raise their hands? Challenging a traditional social norm in a second grade mathematics classroom. Teaching and Teacher Education, 25(8), 1067-1076. DOI ScienceOn |
3 | Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672. DOI |
4 | Graham, C. R. (2003). A model of norm development for computer-mediated teamwork. Small Group Research, 34(3), 322-352. DOI |
5 | Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17. |
6 | Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3), 352-381. DOI |
7 | Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and Instruction, 17(4), 379-432. DOI ScienceOn |
8 | Howe, C. J., & McWilliam, D. (2006). Opposition in social interaction amongst children: Why intellectual benefits do not mean social costs. Social Development, 15(2), 205-231. DOI |
9 | Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757-792. DOI |
10 | Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company. |
11 | Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Eds.), Cooperative learning: Theory and research (pp. 173-202). New York: Praeger. |
12 | Justi, R. S., & Gilbert, J. K. (2002). Science teachers'knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273-1292. DOI |
13 | Kumpulainen, K., & Wray, D. (2002). Classroom interaction and social learning: From theory to practice. Routledge, New York. p. 170. |
14 | Marton, F., & Saljo, R. (1976). On qualitative differences in learning. II. Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology, 46, 115-127. DOI |
15 | Oliveira, A. W., & Sadler, T. D. (2008). Interactive patterns and conceptual convergence during student collaborations in science. Journal of Research in Science Teaching, 45(5), 634-658. DOI ScienceOn |
16 | Owen, W. F. (1985). Metaphor analysis of cohesiveness in small discussion groups. Small Group Behavior, 16, 415-424. DOI |
17 | Postmes, T., Spears, R., & Lea, M. (2000). The formation of group norms in computer-mediated communication. Human Communication Research, 26(3), 341-371. DOI |
18 | Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858. DOI |
19 | Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55. DOI ScienceOn |
20 | Sandoval, W. A., & Millwood, K. A. (2008). What can argumentation tell us about epistemology? In S. Erduran, & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research. (pp. 71-88). New York: Springer. |
21 | Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., Shwarz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654. DOI ScienceOn |
22 | Terry, D. J., & Hogg, M. A. (1996). Group norms and the attitude-behavior relationship: A role for group identification. Personality and Social Psychology Bulletin, 22(8), 776-793. DOI ScienceOn |
23 | Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205. DOI ScienceOn |
24 | Shepardson, D. P., & Britsch, S. J. (2006). Zones of interaction: Differential access to elementary science discourse. Journal of Research in Science Teaching, 43(5), 443-466. DOI ScienceOn |
25 | Stamovlasis, D., Dimos, A., & Tsaparlis, G. (2006). A study of group interaction processes in learning lower-secondary physics. Journal of Research in Science Teaching, 43(6), 556-576. DOI ScienceOn |
26 | Towns, M. H., & Grant, E. R. (1997). "I believe I will go out of this class actually knowing something": Cooperative learning activities in physical chemistry. Journal of Research in Science Teaching, 34(8), 819-835. DOI |
27 | Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Macmillan. |
28 | White, K. M. & Wellington, L. (2009). Predicting participation in group parenting education in an Australian sample: The role of attitudes, norms, and control factors. The Journal of Primary Prevention, 30, 173-189. DOI |
29 | Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentations, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477. DOI ScienceOn |
30 | Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education. 22(5), 390-408. DOI ScienceOn |
31 | Yager, S., Johnson, D. W., & Johnson, R. T. (1985). Oral discussion, group-to-individual transfer, and achievements in cooperative learning groups. Journal of Educational Psychology, 77(1), 60-66. DOI |
32 | 박지영 (2009). 사회 속 과학 쟁점에 대한 소집단 논변활동의 이해: 교육대학교 학생들의 의사소통 분위기를 중심으로. 서울대학교 박사학위 논문. |
33 | Zajac, R. J., & Hartup, W. W. (1997). Friends as coworkers: research review and classroom implications. The Elementary School Journal, 98, 3-13. DOI ScienceOn |
34 | Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for Collective cognitive responsibility in knowledge-building communities. The Journal of The Learning Sciences, 18(1), 7-44. DOI ScienceOn |
35 | Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235-251. DOI ScienceOn |
36 | 국립국어원 (2012). 표준국어대사전. 국립국어교육원 표준국어대사전 홈페이지. http://stdweb2.korean.go.kr/main.jsp. |
37 | 김찬종, 이선경 (2005). 과학교실의 수업담화와 사회-과학적 규범의 특징: 초임 과학교사의 사례 연구. 한국교원교육연구, 22(3), 359-386. |
38 | 방정숙 (2001). 사회수학적 규범과 수학교실 문화. 대한수학교육학회지, 11(2), 273-289. |
39 | 방정숙 (2004). 초등수학교실문화의 개선: 사회수학적 규범과 수학적 관행. 대한수학교육학회지, 14(3), 283-304. |
40 | 정현철, 박영신, 황동주 (2008). 한국영재교육에서 소집단 탐구활동에 대한 인식 분석. 한국지구과학회지, 29(2), 151-162. |
41 | 조혜자, 방희정 (2006). 암묵적인 자기 범주화의 성차. 한국심리학회지: 여성, 11(2), 245-265. |
42 | Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21. |
43 | Blatchford, P., & Baines, E. (2010). Peer relations in school. In K. Littleton, C. Wood & K. Starrman (Eds.), International Handbook of Psychology in Education. Bingley, UK: Emerald. |
44 | Bottcher, F., & Meisert, A. (2011). Argumentation in science education: A model-based framework. Science and Education, 20, 103-140. DOI |
45 | Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35. DOI ScienceOn |
![]() |