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http://dx.doi.org/10.5467/JKESS.2020.41.3.307

The Differences of Verbal Interactions according to Communication Structures and Communication Status in Small Group Activity of Earth Science Gifted Students  

Chung, Duk Ho (Division of Science Education/Science Education Institute, Jeonbuk National University)
Lee, Chul Min (Division of Science Education/Science Education Institute, Jeonbuk National University)
Park, Kyeong-Jin (Korea Institute for Curriculum and Evaluation)
Publication Information
Journal of the Korean earth science society / v.41, no.3, 2020 , pp. 307-319 More about this Journal
Abstract
The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.
Keywords
small group activity; earth science gifted students; communication structure; communication status; verbal interaction;
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