References
- Belbin, M. (1981). Management teams. Oxford: Butterworth Heinemann.
- Chang, H. P., & Lederman, N. G. (1994). The effects of levels of cooperation within physical science achievement. Journal of Research in Science Teaching, 31(2), 167-181. https://doi.org/10.1002/tea.3660310207
- Cho, H., Seo., M, Nam, J., Kwon, J., Son, J., & Park, J. (2017). Analysis of character competency change in high school students by role assignment in argument-based inquiry(ABI) science class. Journal of the Korean Association for Science Education, 37(4), 763-773. https://doi.org/10.14697/jkase.2017.37.4.763
- Choi, Y., & Choi, O. (2010). Analysis of the operational activities within the social enterprises network. Korean Comparative Government Review, 14(1), 63-76. https://doi.org/10.18397/kcgr.2010.14.1.63
- Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classroom. Science Education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
- Fox, W. M. (1995). Sociotechnical system principles and guidelines: Past and present. Journal of Applied Behavioral Science, 31(1), 91-105. https://doi.org/10.1177/0021886395311009
- Han, D. (2014). Student's role and role composition according to the level of interaction during small group scientific inquiry activity(Master thesis). Graduate School of Seoul National University, Seoul, Korea.
- Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American journal of Physics, 60(7), 637-644. https://doi.org/10.1119/1.17118
- Hogan, K. (1999). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882. https://doi.org/10.1080/095006999290336
- Howe, C., Rodgers, C., & Tolmie, A. (1990). Physics in the primary school: Peer interaction and the understanding of floating and sinking. European Journal of Psychology of Education, 5(4), 459-475. https://doi.org/10.1007/bf03173132
- Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone cooperative, competitive, and individualistic learning. Needham Heights, MA: Allyn and Bacon.
- Kang, S., Lim, J., Kong, Y., Nam, J., & Choi, B. (2004). The development of students argumentation in science context. Journal of the Korean Chemical Society, 48(1), 85-93. https://doi.org/10.5012/jkcs.2004.48.1.085
- Kim, S. (2011). Teaching method using job assignment as a solution on the adverse effects of peer evaluation in team-based learning. Journal of the Korea Academia-Industrial cooperation Society, 12(6), 2543-2547. https://doi.org/10.5762/KAIS.2011.12.6.2543
- Kim, H., & Choi, B. (2009). Development of the instructional model emphasizing discussion and the characteristics of verbal interactions during its implementation in a science high school. Journal of the Korean Association for Science Education, 29(4), 359-372.
- Kim, M., & Kim, Y. (2015). An analysis of the verbal interaction patterns of sciencegifted students in science inquiry activity. Journal of the Korean Association for Science Education, 35(2), 333-342. https://doi.org/10.14697/jkase.2015.35.2.0333
- Kim, Y. (2018). Analysis of verbal interaction types and stability in science inquiry activities in 7th grade students. Journal of Learner-Centered Curriculum and Instruction, 18(6), 563-584.
- Kim, Y. (2019). Verbal interaction types and stability by science process skills in science gifted students. Journal of Learner-Centered Curriculum and Instruction, 19(16), 335-353. https://doi.org/10.22251/jlcci.2019.19.16.335
- Kim, Y., Kim, M., Ha, M., & Lim, S. (2017). Analysis of changes in verbal interaction types of science-gifted students. EURASIA Journal of Mathematics, science & Technology Education, 13(6), 2441-2457.
- Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66. https://doi.org/10.1007/BF02504675
- Ku, Y., Park, K., Shin, A., Choi, B., & Lee, K. (2006). Characteristics of verbal interactions according to the leader style in MBL experiment class in which discussion was emphasized. Journal of the Korean Chemical Society, 50(6), 494-505. https://doi.org/10.5012/jkcs.2006.50.6.494
- Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74(5), 1245-1260. https://doi.org/10.1111/1467-8624.00605
- Kwak, Y. (2001). Theoretical background of constructivist epistemology. Journal of the Korean Earth Science Society, 22(5), 427-447.
- Lim, E. (2013). Student's role composition and co-construction of argumentation during small inquiry activity(Master thesis). Graduate School of Seoul National University, Seoul, Korea.
- Lim, S., Park, K., Ha, M., Lee, H., & Kim, Y. (2019). Verbal interaction types in science inquiry activities by group size. EURASIA Journal of Mathematics, science & Technology Education, 15(7), em1720.
- Lin, E. (2006). Cooperative learning in the science classroom. Science Teacher, 73(5), 34-39.
- Lumpe, A. T., & Staver, J. R. (1995). Peer collaboration and concept development: Learning about photosynthesis. Journal of Research in Science Teaching, 32(1), 71-98. https://doi.org/10.1002/tea.3660320108
- Maloney, J. (2007). Children's roles and use of evidence in science: an analysis of decision-making in small groups. British Educational Research Journal, 33(3), 371-401. https://doi.org/10.1080/01411920701243636
- Noh, T., Kang, S., Han, S., Han, J., Jeon, K., & Seong, E. (2002). The effects of assigning cognitive roles in small-group discussion for science concept learning. Journal of the Korean Chemical Society, 46(1), 76-82. https://doi.org/10.5012/jkcs.2002.46.1.076
- Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
- Park, S. (2005). Students' perception of teaching activities and verbal interaction in science classes at the gifted science high school. Journal of the Korean Earth Science Society, 26(1), 30-40.
- Pella, M. O. (1961). The laboratory and science thinking. The Science Teacher, 28, 20-31.
- Resnick, L. (Ed.). (1989). Knowing, Learning, and instruction. New York, NY: Routledge. Retrieved from https://doi.org/10.4324/9781315044408
- Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858. https://doi.org/10.1002/(SICI)1098-2736(199610)33:8<839::AID-TEA2>3.0.CO;2-X
- Sadler, T. D. (2004). Informal reasoning regarding socio scientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536. https://doi.org/10.1002/tea.20009
- Seong, S. (2005). Change and characteristics of verbal interaction in science inquiry experiments emphasizing social interactions. (Unpublished doctoral dissertation). Korea National University of Education, Chungju, Korea.
- Shin, A. (2006). Characteristics of students' verbal interaction in small group activities of MBL classes(Master thesis). Graduate School of Gongju National University, Gongju, Korea.
- Strijbos, J. W., Martens, R. L., Jochems, W. M. G., & Broers, N. J. (2004). The effect of functional roles on group efficiency: Using multilevel modelling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research, 35(2), 195-229. https://doi.org/10.1177/1046496403260843
- Tobin, K., McRobbie, C., & Anderson, D. (1998). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507. https://doi.org/10.1002/(SICI)1098-2736(199705)34:5<491::AID-TEA5>3.0.CO;2-L
- Vye, N. J., Goldman, S. R., Voss, J. F., Hmelo, C., & Williams, S. (1997). Complex mathematical problem solving by individuals and dyads. Cognition and Instruction, 15(4), 435-484. https://doi.org/10.1207/s1532690xci1504_1
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Watson. J., Swain, J., & McRobbie, C. (2004). Students' discussion in practical scientific inquiries. International Journal of Science Education, 26(1),24-45.
- Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62. https://doi.org/10.1002/tea.10008