이해와 검토 단계를 강조한 비유 실험 설계 전략을 활용한 탐구수업에서 나타나는 과학영재 사이의 언어적 상호작용 분석 = An Analysis of Verbal Interaction among Science-Gifted Students in Inquiry Learning Based on Analogical Experimental Design Strategy Emphasizing Understanding and Checking Stages

다국어 초록 (Multilingual Abstract)

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially ``making suggestion`` and ``elaborated symmetrical interaction.`` The analyses for each stage of strategy indicated that the frequencies of ``explain,`` ``question,`` and ``cumulative interaction`` at understanding stage were high. At designing stage, the frequencies of ``making suggestion,`` ``cumulative interaction,`` and ``disputative interaction`` were found to be high. At checking stage, ``making suggestion,`` ``receiving opinion,`` and ``disputative interaction`` were high, In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

참고문헌 (Reference)

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