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http://dx.doi.org/10.21796/jse.2020.44.2.167

The Effect of Role Assignment on the Types and Patterns of Verbal Interactions in Middle School Students' Science Inquiry Activities  

Lim, Yu-jin (Kyungpook National University)
Kim, Youngshin (Kyungpook National University)
Lim, Soo-min (Kyungpook National University)
Publication Information
Journal of Science Education / v.44, no.2, 2020 , pp. 167-182 More about this Journal
Abstract
The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.
Keywords
role assignment; verbal interaction; type; pattern; middle school students; science inquiry activities;
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Times Cited By KSCI : 6  (Citation Analysis)
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