지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to explore the advanced utterances of students with different learning approaches and levels of scientific knowledge during small-group argumentation. It was also investigated how these advanced utterances accompanied social support to contribute to group argumentation in the science classroom. Four students were selected for the focus group and participated in the lessons designed for group argumentation about blood circulation. The following data were analyzed: transcripts of the recordings during the lessons and semi-constructed interviews, students’ worksheets, a learning approach questionnaire, and report cards. The data indicated that the student with a deep learning approach and a high level of scientific knowledge showed a higher frequency of advanced utterances. Deep learners provided others cognitive support for idea elaboration as a form of questioning and facilitated other surface learner with a high level of scientific knowledge, thus participating in cognitive support and giving information. At the same time, students engaged in group argumentation actively through utterances related to emotional support for participation and for encouragement. Accordingly, surface learners showed deep approaches to learning science, and the student with a lower level of scientific knowledge improved his academic achievement. These findings provide science teachers and researchers pedagogical implications concerning the teaching and learning strategies for group argumentation.
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참고문헌 (22)
참고문헌 신청
Alexopoulou, E. / 1996 / Small-group discussion in physics : peer interaction modes in pairs and fours / Journal of Research in Science Teaching 33 (10) : 1099 ~ 1114
Alozie, N. M. / 2010 / An analysis of the supports and constraints for scientific discussion in high school project-based science / Science Education 94 (3) : 395 ~ 427
BouJaoude, S. B. / 1992 / The relationship between students’learning strategies and the change in their misunderstandings during a high school / Journal of Research in Scien
Cavallo, A. M. L. / 1994 / Relationships between students' meaningful learning orientation and their understanding of genetics topics / Journal of Research in Science Teachin
Chin, C. / 2000 / Learning in science : A comparison of deep and surface approaches / Journal of Research in Science Teaching 37 (2) : 109 ~ 138
Alozie, N. M. / 2010 / An analysis of the supports and constraints for scientific discussion in high school project-based science / Science Education 94 (3) : 395 ~ 427
BouJaoude, S. B. / 1992 / The relationship between students’learning strategies and the change in their misunderstandings during a high school / Journal of Research in Scien
Cavallo, A. M. L. / 1994 / Relationships between students' meaningful learning orientation and their understanding of genetics topics / Journal of Research in Science Teachin
Chin, C. / 2000 / Learning in science : A comparison of deep and surface approaches / Journal of Research in Science Teaching 37 (2) : 109 ~ 138
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