Thinking Science 활동에서 리더의 성격에 따른 모둠내 언어적 상호 작용 특징

김지현 ( Ji Hyun Kim ),최병순 ( Byung Soon Choi ),신애경 ( Ae Kyung Shin ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3

The purpose of this study was to analyze the within-group verbal interaction according to leader`s personality in Thinking Science activities. For this study, 2 homogeneous small groups by cognitive level selected from one class of sixth grader. Each group was comprised of four students. Leaders of two groups selected from the results of NEO personality assessment and teacher`s observation. One who got high scores in extraversion and agreeableness is named a sociable leader, the other who got low scores in extraversion and agreeableness is named a taciturn leader. Verbal interactions during small group activities were audio/video taped and students` interactions were classified into on-task and off-task. On-task included cognitive aspect and affective aspect. Interactions of cognitive aspect were divided into low and high level, also interactions of affective aspect were divided into positive and negative interaction. The results of this study showed that the verbal interactions in the sociable leader group were more activated than those in the taciturn leader group. Also, interaction level of the sociable leader group in cognitive aspect was higher than those of the taciturn leader group. In affective aspect, interaction pattern of the sociable leader group was similar to those of the taciturn leader group. The characteristics of leader`s interaction are as follow. The rates of cognitive aspect in the sociable and the taciturn leaders` interactions were much higher than those of affective aspect. This tendency was especially remarkable in the taciturn leader`s interactions. However, interaction level of the sociable leader in cognitive aspect was higher than those of the taciturn leader. In affective aspect, positive interaction rate of the sociable leader and the taciturn leader were higher than negative interaction rate.

초등학생 소집단 활동에서 성별 구성에 따른 언어적 상호작용 유형과 안정성 분석

임수민,양가인,김영신 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.3

To achieve effective learning, knowledge must be shared and developed through interaction with peer learners. Therefore, science education emphasizes small group inquiry activities that solves tasks through the interaction of members. The effect of small group inquiry activities depends on how to compose small groups. The way in which a group is composed is a very important factor for improving interaction. In particular, it has been reported that the gender of peer is a very important factor in the interaction between students in the composition of small groups. Meanwhile, studies are being conducted on the types and stability of verbal interactions in small group inquiry activities using social network analysis. The purpose of this study is to analyze the types and stability of verbal interaction types and stability according to gender-grouping in elementary school students' small group activities using social network analysis. To this end, 60 5th graders in elementary school were conducted with different gender in the composition of the group of male, female and mixed-gender students. The study found that the composition of a group by gender had little impact on the type or stability of verbal interaction. However, the frequency of verbal interactions was higher in mixed-gender groups than in other groups. Through this process, the gender-grouping in elementary school students’ small group activities suggests a mixed-gender group.

Interactions in Small-Group, Communication-Oriented, Freshman English Classes

( Min Hsun Chiang ) 범태평양응용언어학회 2005 범태평양응용언어학회지 Vol.9 No.1

Small group activities were favorably adopted by many ESLIEFL teachers to facilitate second language teaching through more communicative interactions. This study attempts to develop a fuller understanding of small-group, EFL classes by describing the features of interactions between the participants within small groups. Long``s (1983) study supported the notion that the size of the group affects the nature of interactions in the ESL settings. Long (l996) also indicated that negotiation for meaning occurs more frequently as ESL learners engage in small-group work and that negotiation for meaning plays a significant role in second language acquisition. Therefore, this study seeks to gain insights into what actually occurred in small groups, with the aim to maximize the opportunities for successful language teaching. The data were collected via audio and videotapes in two (high V.S. low proficiency) freshman English classes at Tunghai University. Approximately 10 hours of small-group interactions were recorded and transcribed. Research findings showed that both high- and low-level students negotiated for meaning in small groups. Yet, high-level students had more confidence as they negotiated with other group members than low-level ones``. In addition, students at the high-level class did speak English to explain unclear utterances and argue for their position while those at the low-level class seldom did. Some pedagogical implications were suggested for both high and low level EFL students accordingly.

구글문서를 활용한 대학 논술 수업의 온라인 소집단 동료피드백 유형 및 상호작용 분석

이지은,김유경 한국교육방법학회 2022 교육방법연구 Vol.34 No.2

The purpose of this study is to understand the interaction pattern of asynchronous online small group peer feedback for pedagogical essays made through Google Docs, and to understand the factors that promote peer feedback as dialogue in terms of small group composition. A total of 3 essay writing and 3 online small group peer feedback were performed for 6 weeks, and the frequency, amount, target area, type, and interaction direction and frequency of feedback for each small group were collected and analyzed as the outcome data of the activity. Frequency analysis and correlation analysis were performed using Jamovi, and NetMiner4, a social network analysis tool, was used to analyze interactions within small groups. As a result, first, the students' writing level had a significant correlation with the amount of feedback they provided and in-degree centrality while there was no significant correlation with the feedback frequency. Second, the high activity-highly connected group had the most overwhelming amount of feedback, not the frequency, and the alternative suggestion type for the content area was the main feedback. Also, in the middle activity-medium connected group, the frequency of feedback was the highest, but the amount of feedback was not large. In the low-activity-disconnected group, the frequency and amount of feedback were the least significantly, and there was no interaction between members at all. Third, there was a difference in the writing level of the members of the highly active-highly connected group, the medium-active-highly connected group, and the low-active-unconnected group. In the high-high group, the writing level was significantly higher than the average, the middle-middle group had the lowest average, but there were top students, and in the low-no group, the writing level of all members was lower than the average, but at a similar level. The implications of this study are: First, teachers should recognize that it is difficult to judge the quality of feedback activities based on the frequency of feedback alone. Second, the expected educational effect of peer feedback can be achieved at a very different level depending on the student's task competency. The fact that small group peer feedback can compensate for the level difference of individual students because it cannot guarantee the expected quality, which requires careful composition of small groups.

지구과학 영재들의 소집단 활동에서 의사소통 구조와 집단 내 지위에 따른 언어적 상호 작용의 차이

정덕호,이철민,박경진 한국지구과학회 2020 한국지구과학회지 Vol.41 No.3

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. 이 연구의 목적은 소집단 활동에서 의사소통 구조와 집단 내 지위에 따라 지구과학 영재들의 언어적 상호 작용에 차이가 있는지를 알아보기 위한 것이다. 이를 위하여 지구의 밀도를 측정하는 소집단 탐구 활동을 실시하였으며, 이 과정에서 소집단 간의 의사소통 구조가 서로 다른 공유형 집단 4개, 독점형 집단 4개 등 8개 소집단을 선정하였다. 이후 언어적 상호작용을 분석하기 위한 분석틀을 개발하여 소집단 간의 특성 차이를 비교하였으며, 그 결과는 다음과 같다. 첫째, 의사소통 구조에 관계없이 모든 소집단에서 학생들은 핑퐁(pingpong)형의 단순한 의사소통 구조를 보이고 있었다. 둘째, 소집단의 의사소통 구조 및 집단 내 지위에 관계없이 모든 소집단에서 ‘제재’, ‘지시’, ‘불만’, ‘자신감 부족’과 같은 부정적인 상호작용이 우세하게 나타났다. 셋째, 소집단 내의 방관자의 지위에 있는 학생들은 상대방에게 지시하는 행동, 상대방의 행동을 저지하는 행동, 그리고 구성원의 태도나 능력에 대한 불만 표현 등의 언어적 상호 작용을 주로 보이고 있었다. 그러므로 교사는 소집단 활동에서 학생들이 상위 수준의 언어적 상호 작용을 구사하도록 지도해야 하고, 부정적 상호 작용이 발생하지 않도록 학생들의 의사소통에 관여해야 한다. 또한 교사는 사전에 소집단 내 방관자의 지위에 있는 학생들에 대한 성취 수준을 확인하고 이들이 소집단 활동에 보다 적극적으로 참여할 수 있도록 지도할 필요가 있다. 이 연구는 학생들의 문제 해결 능력과 의사소통 능력을 향상시키기 위한 교수학습 설계에 활용될 수 있다는 점에서 의의가 있다.

소집단 활동을 통한 학습자들의 상호작용이 말하기 활동에 미치는 영향

이혜영 ( Hea Young Lee ) 민족어문학회 2010 어문논집 Vol.- No.62

이 연구는 소집단 활동을 통한 학습자 사이의 상호작용이 학습자의 말하기 활동에 어떤 영향을 미치는지 알아보고자 하는 데에 목적이 있다. 소집단 활동은 교사 주도 교수 방법의 단점을 보완한 의사소통적, 상호작용적, 학습자 중심적인 접근 방법의 하나로 학습자 간 상호작용을 통해 자연스럽게 제2언어를 습득할 기회를 제공한다. 또한 학습자의 동기를 높이고 스트레스를 낮추며, 다른 학습자의 학습을 증진시킬 뿐만 아니라, 긍정이고 정의적인 교실 수업 분위기를 조성하는 것으로 알려져 있다. 본고에서는 이와 같은 소집단 활동의 효과가 실제 교실에서 어떻게 일어나는지 학습자 자신뿐만 아니라 다른 학습자에게 어떠한 긍정적인 영향을 주는지를 실제 실험을 통해 알아보고자 했다. 이를 위해 개별 활동과 소집단 활동 사이에서 나타나는 학습자들의 차이에 주목하였다. 실험 결과 소집단 활동은 개별 학습보다 더 의사소통적이었으며 학습 효과도 높았다는 것을 알 수 있었다. 학습자들은 발화량 증가 다른 참여자의 발화 촉진, 정보 제공과 수집, 오류 수정, 능동적인 태도 경직되지 않은 유연한 분위기 등의 면에서 개별 활동에서보다는 소집단 활동에서 긍정적인 차이를 보여 줬다. 결과적으로 소집단 활동을 통한 상호작용이 실제적으로 학습자들의 제 2언어 습득을 촉진하는 유의미한 역할을 한다고 볼 수 있다. This article aims mainly at researching how small-group work between learners can influence speaking activities. Small-group work is a learner-centered method which is based more on communication and interaction and which is supplementary to the disadvantages of the teacher-centered method. Small-group work offers the opportunity to learn the second language naturally through interaction between more than two people or in group work. In addition, it is well known as means of increasing a learner`s incentive to learn, decreasing stress, improving the study of other learners, and providing a class environment with a positive and motivating atmosphere. This article intends to determine how this type of small-group work effectively occurs in the class and how it can have positive effects not only on the learners themselves but also on other learners. It seeks to do this through experiments. To this end, this research focuses on the differences between learners, as reflected in individual and small-group activities. According to the research outcomes, small-group work was found to be more ommunicative than individual learning; furthermore, the learning effects were better than those noted for individuals. In particular, learners doing small-group work demonstrated more positive outcomes in terms of their vocabulary, information supply and collection, error correction, and active attitude. They triggered participation in others more and experienced a flexible rather than an uncomfortable atmosphere compared to those who experienced individual learning. As a result, this article concludes that interaction through small-group work effectively creates learners` incentives for second language learning.

공업고등학교 프로젝트 수업에서 교류분석에 따른 소집단 구성의 효과와 언어적 상호작용

손주민 대한공업교육학회 2008 대한공업교육학회지 Vol.33 No.1

The purpose of this study was to show how to organize small groups on the project method class in technical high school. The subjects of this study were two classes including 40 second-year students (20 students in each class) of architecture design course in D technical high school located in Taejeon metropolitan city. The method of this study was to investigate the ego-state by the ego-gram practicing Transactional Analysis. Total 10 small groups were organized. Each group had 4 members. And the same quality of egostate small group was organized by the 4 students who have high score on NP and AC. The different in kind small group was organized by the 4 students, each of whom has NP leading, A leading, FC leading and AC leading score. After the target small group was video- taped, students' verbal interaction was written into transcripts. Their individual states were analysed by the frame of verbal interaction. The result of this study was that the same quality of TAOK small group had more active interaction(110 times) than different in kind small group(87 times). The frequency of complementary transaction was also higher plenty in the same quality of TAOK small group. 본 연구의 목적은 공업고등학교 프로젝트 수업을 위한 소집단의 구성 방법을 제시하는 데 있다. 연구 대상은 대전광역시에 소재하고 있는 D 공업고등학교의 건축디자인과 2학년 2개 반을 선정하여 그 중 한 학급에 20명씩 40명을 연구 대상으로 하였다. 연구 방법은 학생들은 교류분석 실습의 과정에서 각자의 이고그램(ego-gram)에 의한 자아상태(ego-state)를 조사하였다. 구성원 4명을 1개조로 구성하여 연구대상 40명을 총 10개의 소집단을 구성 하였고, 그 중 자아상태 동질 소집단은 NP점수와 AC점수가 상위인 학생들로만 구성된 4명을 1개 조로 구성하였다. 자아상태 이질 소집단은 NP주도 1명, A주도 1명, FC주도 1명, AC주도 1명으로 구성된 4명을 1개 조로 구성하였다. 선정된 소집단은 비디오카메라로 녹화한 후 소집단의 언어적 상호작용을 글로 옮긴 원고(transcript)를 작성하였다. 그리고 언어적 상호작용의 분석틀을 이용하여 개별진술을 분석하였다. 연구 결과 자아상태 중 TAOK(Transactional Analysis-Okay) 측면의 동질 집단의 학생들이 개별 진술의 횟수가 110회로 이질 집단의 학생들 87회에 비하여 개별진술의 빈도가 더 많았고 대화의 내용도 질문에 서로 답하는 상보교류가 원활하게 이루어진 것을 확인할 수 있었다.

Investigation of Small Group Interaction in a Korean University EFL Classroom

고명희 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.4

This paper investigates learner-learner interactions performed by Korean college students. It intends to accomplish two purposes: (a) to provide a clear picture of how learners learn from one another by assisting each other; and (b) to convince Korean college teachers who are skeptical about small group work. Nine interactions in one small group discussion session were recorded, transcribed and analyzed. Along with a cognitive-interaction analysis, a supplemental student opinion survey was also conducted in order to provide students’ perspectives towards small group discussion activities. The results showed that learners were able to assist one another in various ways, such as correction, negotiation moves, and lexical assistance. Lexical assistance was the most common strategy. More than 70% of peer assistance was taken as repair and the rest as needs-repair. Mis-correction/mis-assistance was very rare and the uptake rate of this was also low. The survey revealed that two advantages of small group work were, (a) gaining competence in speaking in English and (b) increasing comprehensibility of the content by sharing with others. The students’ most serious concern was missing mistakes, and their main suggestions were to rotate group members and to have a proficient learner as a discussion leader in a group.

소집단 상호작용에 따른 심장 내 혈액 흐름에 대한 소집단 모델 발달 유형과 추론 과정 탐색

이신영 ( Shin Young Lee ),김찬종 ( Chan Jong Kim ),최승언 ( Seung Urn Choe ),유준희 ( June Hee Yoo ),박현주 ( Hyun Ju Park ),강은희 ( Eun Hee Kang ),김희백 ( Heui Baik Kim ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.5

이 연구의 목적은 소집단 상호작용에 따른 심장 내 혈액 흐름에 대한 모델 발달 유형과 추론 과정을 탐색해보는 것이다. 서울 소재의 지역 구청 영재원 8학년 학생들 14명이 3명이나 4명으로 한 소집단을 이루어 함께 탐구 활동을 하였다. 이들은 비유 모델 활동을 하면서 석유 펌프 내에서의 한 방향 물의 흐름에 대한 공동 모델을 구성하고, 돼지 심장을 직접 해부하여 실제 심장 내에서의 혈액의 흐름에 대한 공동 모델을 구성하였다. 소집단 상호작용은 학생들이 공동 모델을 구성하는 데에 중요한 요인이 되었으며, 모델의 비판적 검토, 모델의 제시자, 리더의 유형이 상호작용에 영향을 미쳤으며, 모델 발달 유형은 정체형, 첨가형, 정교형이 나왔다. 정교형 모델 발달에서는 모델 제시자 뿐만 아니라 다른 학생들도 모델을 비판적으로 검토하였으며, 여러 학생들이 모델을 제시하고, 설득적이거나 포용적인 리더가 존재하여 다양한 학생들이 모델링에 참여함으로써 모델이 정교화 되거나 목표 모델에 가까워지게 되었다. 소집단 모델링에서의 추론 과정을 분석한 결과 1단계 모델링에서 높은 수준의 논변이 나타났다. 탐구 활동의 속성상 비유 모델인 석유 펌프는 심장 구조보다 단순하고, 구조와 물의 흐름이 관찰 가능하여 학생들이 직접 경험에 의한 자발적 추론을 할 수 있어서 논변 활동이 활발하게 나타났다. 또한, 높은 수준의 추론 과정에서 내부 갈등 상황이 나타났는데, 이것으로 인해 학생들은 자신의 주장을 정교화 하였으며, 초기 설명 모델이 목표 모델에 가깝게 되면서 모델의 질이 향상되었다. 그러므로 석유 펌프와 같은 비유 모델 활동은 협력적인 모델링이 나타나게 해주는 좋은 학습 도구이므로 교수 학습 과정에서 적극적으로 활용해야 한다. 또한 공동으로 모델을 구성하는 과정에서 학생들의 생각이 정교화 되고, 설명 모델이 과학적으로 가까워지는 계기가 되므로 적절한 소집단 모델링 프로그램을 개발하고 현장에 적용해 보는 것이 필요할 것이다. The purpose of this study was to explore the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. The subjects were 14, 8th graders in a Science Gifted Center. The group discussion was made possible by using triggering questions that can be answered based on experiences of hands-on activities such as a siphon pump analogy model activity and a dissection of pigs` hearts. Despite participating in same activities, the groups showed different model development patterns: unchanged, persuasive, and elaborated. Due to the critical revising, the group`s explanatory model was elaborated and developed in the added and elaborated pattern. As critical revising is a core element of the developing model, it is important to promote a group interaction so that students become critical and receptive. The pedagogical analogy model and conflict situation enabled students to present elaborated reasoning. The Inquiry activity with the pedagogical analogy model promote students` spontaneous reasoning in relation to direct experience. Therefore offering a pedagogical analogy model will help students evaluate, revise and develop their models of concerned phenomena in science classroom. Conflict situation by rebuttal enable students to justify more solid and elaborate a model close to the target model. Therefore, teachers need to facilitate a group atmosphere for spontaneous conflict situation.

증거평가 과정에서 나타나는 초등학생들의 언어적 상호작용 분석

이승우 ( Seung Woo Lee ),최현동 ( Hyun Dong Choi ),양일호 ( Il Ho Yang ) 한국교원대학교 과학교육연구소 2005 청람과학교육연구논총 Vol.15 No.1

이 연구의 목적은 초등학생 소집단 활동의 증거평가 과정에서 나타나는 언어적 상호작용을 분석하는 것이다. 이 연구를 위하여, 4명씩 이루어진 2개 집단의 토의와 면담을 비디오 녹화한 4가지 수업으로부터 데이터가 수집되었다. 언어적 상호작용의 질을 분석하기 위하여 Hogan의 언어적 상호작용 분석을 발달시킨 틀을 사용하였다. 연구 결과는 다음과 같다. 증거평가에 대한 소집단 토론에서 토론 중에 학생들의 신념의 변화가 잘 일어난 것은 실생활의 경험에 기초한 것이었고, 토론 후 실험을 하는 현상제시의 경우에 토론에서 한 결정을 쉽게 바꾸었다. 특히, 언어적 상호작용의 빈도수가 높은 학습자는 보다 적극적으로 자신의 입장을 바꾸었다. 초등학생의 언어적 상호작용에서 나타나는 특성은 각 집단마다 언어적 참여 빈도가 가장 높은 한 학생에 의해 주도되었다. 또한, 실험을 하지 않아 결과에 대해 명확하게 알 수 없는 경우 성별에 따라 동성의 주장은 쉽게 받아들이고, 이성의 주장에는 의도적으로 반대하였다. 이 연구는 과학 교육에서 학생들의 언어적 상호작용이 중요한 역할을 한다는 것을 제시한다. The purpose of this study was to investigate the elementary school students` verbal interaction from evidence evaluation process in the small group discussion. For this purpose, data were collected from 4 lessons by video-taping two groups of four students in discussion and interview. Using a framework for analysing the verbal interaction and its quality developed from Hogan`s verbal interaction analysis. The results proved in this study are as following. The evidence evaluation process in discussion changed previous concept mostly by actual presentation, and there was contents based on experience of much life. Learner who frequency of verbal interaction is high tried to change own line concept more positively and there is occasion that frequency of verbal interaction evaluates as group whole differs with proof by higher learner. Characteristic of verbal interaction that appear to student in elementary school was led by 1 child at debate that is gone in each group and he was the most verbal participation frequency in the group. Also, demonstrated own opinion as differ according to sex which do interaction. That is, there were a lot of occasions that assert own opinion in case of is reason, and receptive carriage was seen in case it is same sex. This article presents that verbal interaction plays a major role in science education.