Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
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The Differences of Verbal Interactions according to Communication Structures and Communication Status in Small Group Activity of Earth Science Gifted Students

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

  • 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)
  • 정덕호 (전북대학교 과학교육학부/과학교육연구소) ;
  • 이철민 (전북대학교 과학교육학부/과학교육연구소) ;
  • 박경진 (한국교육과정평가원)
  • Received : 2020.04.28
  • Accepted : 2020.06.15
  • Published : 2020.06.30
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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.

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.

Keywords

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