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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국과학교육학회 한국과학교육학회지 한국과학교육학회지 제28권 제1호
발행연도
2008.1
수록면
75 - 88 (14page)

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초록· 키워드

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The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.
#homogeneous group #inquiry experiment #social interactions

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참고문헌 (25)

참고문헌 신청
Alexopoulou, E. / 1996 / Small-group discussion in physics: Peer interaction modes in peers & fours / Journal of Research in Science Teaching 33 (10) : 1099 ~ 1114 google schola Berg, C. / 2003 / Benefiting from an open-ended experiment? A comparison of attitude to, and outcomes of, and expository versus and open-inquiry version of the same experimen google schola Carter, G. / 1994 / Relationships between ability-paired interaction and the development of fifth graders' concept of balance / Journal of Research in Science Teaching 31 (8 google schola Carter, G. / 1999 / Examining science tools as mediators of students' learning about circuits / Journal of Research in Science Teaching 36 (1) : 89 ~ 105 google schola Fearheiley, M.L. / 2000 / Barriers to learning science: The role of emotion in the conceptual change process / Paper presented at the annual meeting of the NARST google schola

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