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http://dx.doi.org/10.5467/JKESS.2009.30.7.909

Interaction Patterns in Dialogic Inquiry of Middle School Students in Small Groups in the Natural History Gallery  

Jung, Won-Young (Graduate school of interdisciplinary program in Environmental Education, Seoul National University)
Lee, Joo-Youn (Department of Earth Science Education, Seoul National University)
Park, Eun-Ji (Department of Earth Science Education, Seoul National University)
Kim, Chan-Jong (Department of Earth Science Education, Seoul National University)
Lee, Sun-Kyung (BK21 Science Education for the Next Society, Seoul National University)
Publication Information
Journal of the Korean earth science society / v.30, no.7, 2009 , pp. 909-927 More about this Journal
Abstract
Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.
Keywords
informal inquiry learning; dialogic inquiry; natural history gallery; small group interaction;
Citations & Related Records
Times Cited By KSCI : 10  (Citation Analysis)
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