• 대한화학회지
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• 제51권4호
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• pp.375-386
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• 2007

이 연구에서는 교사-모둠학생의 언어적 상호작용을 유형화하여 상호작용의 전체적인 형태를 확인 하고, 학생의 사고에 영향을 미치는 교사-모둠학생 상호작용의 특징을 살펴봄으로써 교사의 상호작용 개선에 기여하고자 하였다. 먼저 상호작용 유형은 문제해결과 관련된 행동과 기타의 두 범주로 구분하였고, 문제해결과 관련된 행동은 학생의 사고과정을 기초로 한 의견받기와 교사의 사고과정을 기초로 한 도움주기로 분류하였다. 의견받기는 동의와 질문, 교정, 반대가 포함되고, 도움주기는 정보와 힌트, 질문, 정리, 묻고 답하기로 세분화하였 다. 교사-모둠학생 상호작용은 대부분 교사의 질문과 학생의 답변으로 구성되었는데, 교사의 질문은 대체로 추론 형보다는 단순한 답을 요구하는 내용이 많았다. 또한 학생보다 교사의 사고과정에 더 많이 치우쳤으며, 정답을 제 시하는 한 두 학생과만 상호작용하는 경향이 있었다. 그 결과 교사의 도움주기 후에도 내용을 이해하지 못하는 학 생들이 종종 관찰되었다. 그러나 교사는 학생의 의견을 반복하여 동의를 표하거나 칭찬을 많이 하여 자신감을 심 어주고 있었으며, 학생의 모든 활동과 질문을 자유롭게 허용하여 누구나 편하게 의견을 제시할 수 있는 분위기를 만들고 있었다. 상호작용의 관찰로부터 학생의 사고에 영향을 미치는 교사의 상호작용 특성으로 동의나 격려의 표현, 생각을 유도하는 힌트의 제시, 학생의 의견을 기초로 한 상호작용, 허용적 분위기, 생각할 시간 제공, 학생 의 잘못된 의견 교정 등을 확인할 수 있었다. 이에 관련된 교육적 시사점을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.364-377
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• 2010

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.

• 한국과학교육학회지
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• 제26권2호
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• pp.212-221
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• 2006

이 연구의 목적은 Thinking Science의 모둠 활동에서 나타나는 교사들의 도움 특성과 교사들의 도움 특성에 따른 학생들의 반응 특성을 알아보는 것이었다. 연구를 위해 초등학교 5학년 24명과 중학교 1학년 24명을 선정하여 TS 활동을 처치하였으며, 그 중 학생들의 논의가 비교적 활발했던 활동 4와 6에 대해 초 중학교 각각 2모둠의 언어적 상호작용을 분석하였다. 활동 처치 전에 과학적 사고력 검사를 통해 학생들의 인지수준을 확인하였으며, 이에 따라 이질집단으로 모둠을 구성 하였다. 각 모둠마다 도움 교사를 두었으며 TS 활동의 적용과정에서는 모둠 내 상호작용을 강조하였다. 교사들의 도움은 단순 확인 질문의 활용이 높았으며 메타질문의 활용은 부족하였다. 또한 교사의 개인적인 성향이나 교직 경험, 활동에 대한 숙지 정도에 따라 교사들의 도움 특성이 다르게 나타났다. 단순 확인 질문이 많고 교사의 개입이 많으면 학생들의 논의는 자발적이지 못하고, 메타질문의 활용과 피드백이 고르게 활용된 교사의 경우 학생들의 논의과정 요소의 활용 또한 다양하게 나타났다. 그러므로 과학적 사고력을 향상시키기 위한 TS 활동을 처치할 때 처치의 효과를 높이기 위해서는 TS 프로그램의 내용과 TS에서 요구되는 전략뿐만 아니라, 교사들이 학생들과 상호작용하는데 있어서 열린 교수-학습 분위기 속에서 학생들의 사고를 자극시켜 그들 자신의 아이디어를 제안하게 하고 또한 그들의 의견을 정당화 할 수 있는 기회를 제공할 수 있는 교수 기술을 배울 수 있는 교사 연수를 실시할 필요성이 있음을 시사한다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.363-373
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• 2006

The purposes of this study were to analyze the within-group verbal interactions in Thinking Science activities and compare the characteristics of verbal interactions shown by the pupils as well as the differences in help by e teacher in Korea with those in the UK. For the purposes of this study, 16 pupils from comparable groups by cognitive level were selected from both countries. Verbal interactions and teacher help during group discussions were audio/ video taped and the types of students' interactions were classified into interactions related to problem solving, management of classroom loaming and others. The results of this study showed that the verbal interactions in Korean groups were more activated than those in the UK groups. However, the percentages of high level interactions such as metacognitive questions, elaborative suggestions and logical argumentations were higher in the UK groups than those in the Korean groups. Observation of the within-group activities revealed that the pupils of both countries shared some common ground in the following ways; neither recognized the need to formulate the hypothesis in the process of inquiry and that the procedures of discussion were dominated by the pupils of higher cognitive level as the discussion proceeded. It was also observed that the pupils in the UK were considerate in response to the questions posed by both their peers or the teacher, while the pupils in Korea were influenced by their prior knowledge in the subject. Analysis of the teacher help during the inquiry activities showed that the tendency fur the teacher to emphasize the process rather than the product in the procedures of discussion and the extent he/she allowed the pupils to think and consider were closely related to the characteristics of the teacher himself/herself and was found to be a point of commonality in both countries. However, the teachers in the UK revealed the tendency of trying to propose the task to the pupils in concrete and systematic ways and guide the discussion based on the thinking of the pupils, while those in Korea tried to use strategies designed to draw out active verbal interactions among the pupils.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권3호
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• pp.127-146
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• 2023

Statistical thinking has a broad definition but focuses on the context of regression modelling in the present study. To foster students' statistical thinking within the context, teaching should no longer be seen as transfer of knowledge from teacher to students but as a process of engaging with learning activities in which they develop ownership of knowledge. This study aims at collaborative learning contexts; students were divided into small groups in order to increase opportunities for peer collaboration. Each group of students was asked to do a regression project after class. Through doing the project, they learnt to organize and connect previously accrued piecemeal statistical knowledge in an integrated manner. They could also clarify misunderstandings and solve problems through verbal exchanges among themselves. They gave a clear and lucid account of the model they had built and showed collaborative interactions when presenting their projects in front of class. A survey was conducted to solicit their feedback on how peer collaboration would facilitate learning of statistics. Almost all students found their interaction with their peers productive; they focused on the development of statistical thinking with concerted effort.