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http://dx.doi.org/10.5012/jkcs.2002.46.1.076

The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning  

Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Kang, Suk-Jin (Center for Educational Research, Seoul National University)
Han, Su-Jin (Department of Chemistry Education, Seoul National University)
Han, Jae-Young (Department of Chemistry Education, Seoul National University)
Jeon, Kyung-Moon (Korea Institute of Curriculum and Evaluation)
Seung, Eul-Sun (Dang-Gok High School)
Publication Information
Journal of the Korean Chemical Society / v.46, no.1, 2002 , pp. 76-82 More about this Journal
Abstract
This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.
Keywords
concept learning; small-group discussion; cognitive role;
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