Analysis of Stability in Verbal Interaction Types of Science-gifted Students

Abstract

Science inquiry activities carried out in a small group are learner-centered activities operating under the premise of collaborative interaction between members through various types of communication and consultation in the process of resolving issues.The changes in the types of interactions in the three exploratory activities targeting sciencegifted students were analyzed using the Social Network Analysis (SNA). As a result of analyzing eight small groups, it was possible to divide the interaction types into two groups, namely, the alienation retaining type-where the type of interactions was retained from start to end-and the alienation changing type where the types of interactions changed. First, regarding active interactions between three members, the remaining students turned out to be alienated and could not participate in further inquiry activities. Second, changes of types occurred in accordance with the leaders' central positions. On the basis of this study, it is expected that future analyses will show how the type of interaction changes according to the level of inquiry or familiarity status with the inquiry topics. In addition, it is expected that studies about guidance and feedback of teachers and new students' participation in the interactions will follow.

Gender Differences in Experiences of 6th-Grade Students Inquiry Activities in the Republic of Korea

“…Many studies have analyzed the effects (Gillies, 2008;Johnson & Johnson, 2003;Slavin, 2013;Stevens, 2003), role types (Maloney, 2007;Richmond & Striley, 1996), and interactions among students in small-group inquiry activities (Alexopoulou & Driver, 1996;Kim et al, 2017;Lim et al, 2020). However, these studies failed to analyze what kind of activities and actions, thoughts, consciousness, and emotions were experienced by students in each stage of the scientific inquiry activities.…”