한국지구과학회지 제41권 제3호 (p.307-319)

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

The Differences of Verbal Interactions according to Communication Structures and Communication Status in Small Group Activity of Earth Science Gifted Students
키워드 :
small group activity,earth science gifted students,communication structure,communication status,verbal interaction

목차

Abstract
요 약
서 론
연구 방법
   연구 참여자
   연구 절차
   의사소통 구조 및 집단 내 지위의 결정
   분석틀 개발
연구 결과 및 논의
   소집단 활동에서 집단 내 지위에 따른 언어적 상호 작용의 차이
   소집단 활동에서 의사소통 구조에 따른 언어적상호 작용의 차이
결 론
References

초록

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 coownership 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.