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http://dx.doi.org/10.3807/KJOP.2017.28.6.327

Analysis of Verbal Interaction within a Homogeneous Group in Inquiry Activity of the 'Use of Lenses' Unit in Elementary School  

Chung, Hee-Jung (Gimpohosu Elementry School)
Kwon, Gyeong-Pil (Gyeongin National University of Education)
Publication Information
Korean Journal of Optics and Photonics / v.28, no.6, 2017 , pp. 327-333 More about this Journal
Abstract
The purpose of this research was to analyze characteristics of verbal interactions of each homogeneous group in the learning of the 6th grade's 'Use of Lenses' Unit. For this research, six learning sessions were conducted in one 6th grade class composed of a high-academic-achievement group, an intermediate-academic-achievement group, and a low-academic-achievement group. All lessons were recorded, to analyze the verbal interactions of each group, and the transcribed data were analyzed using the verbal-interaction analytic framework. Results included: In the upper group, although opinions were presented more frequently, there were many negative verbal interactions in completing the tasks. The middle group was observed more specifically to accept peer opinions critically in their observational activities. The middle group's members were more active in presenting their opinions than listening to others' opinions. The lower group had difficulties in drawing conclusions because of a lack of ability to persuade peers or to respect the opinions of peers, even though the frequency of verbal interactions was higher than in other groups. Therefore, a homogeneous group structure is good for a simple activity involving a simple inquiry or an exchange of opinions, while a heterogeneous group structure is more effective in activities focused on understanding scientific concepts and knowledge.
Keywords
Academic achievement; Homogeneous group; Verbal interaction;
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Times Cited By KSCI : 6  (Citation Analysis)
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