[논문]초등학생 소집단 활동에서 성별 구성에 따른 언어적 상호작용 유형과 안정성 분석

임수민; 양가인; 김영신

doi:10.15267/keses.2020.39.3.323

초등학생 소집단 활동에서 성별 구성에 따른 언어적 상호작용 유형과 안정성 분석
Analysis of Verbal Interaction Types and Stability according to Gender-Grouping in Elementary School Students' Small Group Activities 원문보기

초등과학교육 = Journal of Korean elementary science education, v.39 no.3, 2020년, pp.323 - 337

임수민 (경북대학교) , 양가인 (경북대학교) , 김영신 (경북대학교)

Abstract ▼ AI-Helper

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.

주제어

표/그림 (13)

표 Table 1. Types of reactions to the domain of verbal interaction
그림 Fig. 1. Alienation types in the boys group.
그림 Fig. 2. Participation types in the boys group.
그림 Fig. 3. Alienation types in the girls group.
그림 Fig. 4. Participation types in the girls group.
그림 Fig. 5. Alienation types in mixed-gender group.
그림 Fig. 6. Participation types in mixed-gender group.
그림 Fig. 7. Participation retaining type.
그림 Fig. 8. Participation alienation regression type.
그림 Fig. 9. Alienation participation expanding type.
그림 Fig. 10. Participation alienation formation type.
그림 Fig. 11. Alienation participation regression type.
표 Table 2. Difference in the frequency of verbal interaction according to the gender grouping

질의응답

핵심어	질문	논문에서 추출한 답변
	사회적 구성주의적 관점에서 학습은 어떻게 일어나는가?	사회적 구성주의적 관점에서 학습은 다른 사람들과의 사회적 상호작용을 통해 얻은 지식을 학습자 개인이 스스로 내적으로 재구성해 나가는 과정을 통해 일어난다고 한다(Vygotsky, 1978). 즉, 개인의 성장을 위해서는 그가 속한 사회 및 그 사회를 구성하는 구성원들 사이의 상호작용이 반드시 일어나야 하며, 이러한 상호작용은 지식의 구성에 있어 필수적인 요소라 할 수 있다(Russell, 1993).
	소집단 탐구 학습의 효과는 무엇인가?	소집단 탐구 학습은 4∼6명 정도를 하나의 소집단으로 구성하여 소집단 별로 탐구 문제를 해결해 나가는 학습 방법이다. 이는 동료 학습자들과의 의사소통 능력뿐 아니라, 자신의 의견을 명확하게 표현하고 상대방의 의견을 존중하는 태도를 함양할 수 있다(Ministry of Education, 2015). 뿐만 아니라 공동의 목표 및 과제를 모든 구성원들이 다양한 접근 방법을 통해 개념 검증 과정을 거치게 되므로 지식의 타당성을 확보할 수 있다는 장점을 가지고 있다(Palincsar, 1998). 그러나 학생들을 소집단으로 학습하게 하는 것만으로 학생들이 공동의 목표를 인식하고 긍정적인 상호작용을 통해 학습의 효율성이 높아지는 것은 아니며, 이를 증명하듯 실제 학교 현장에서는 소집단을 구성하는 일부의 학생들만이 학습을 주도하거나 다른 학생들은 방관하는 등 학생들의 적극적인 참여와 활발한 상호작용이 잘 이루어지지 않고 있다(Chang & Lederman, 1994).
	소집단 탐구 학습이란 무엇인가?	학생들 사이의 언어적 상호작용을 통해 과제를 해결하는 과학 탐구 학습(Watson, Swain & McRobbie, 2004)에 협동학습이 접목된 소집단 탐구 학습이 과학 교육에서 강조되고 있다. 소집단 탐구 학습은 4∼6명 정도를 하나의 소집단으로 구성하여 소집단 별로 탐구 문제를 해결해 나가는 학습 방법이다. 이는 동료 학습자들과의 의사소통 능력뿐 아니라, 자신의 의견을 명확하게 표현하고 상대방의 의견을 존중하는 태도를 함양할 수 있다(Ministry of Education, 2015).

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