A science inquiry experiment is learning a method for solving problems through cooperative interaction among members. It is necessary to analyze the nature of interaction showing science inquiry experiment activity premised a lively interaction of learner-centered in a dimension of structure and relation. It has used social network analysis to analyze the interaction among members. The social network analysis has the advantage of understanding general structure of a group through visualizing the communication pattern and presenting the inner characteristics of the group.
Therefore this study analyzed the patterns and the aspect of transition of interaction of science gifted students appeared in a small group science inquiry experiment activity using the social network analysis from a relation point of view. For this open inquiry of three topics was applied to three classes thirty one small groups composed of five members of the science gifted students 7th grade in the Science Gifted Education Center attached to K University.
The results of this study are as follows. First, the interaction patterns of the science gifted students showed in the small group science inquiry experiment activity showed eight types of interaction patterns. For these classified alienation types and participant types according to whether or not the group had an alienation member. The alienation types occupied twenty two groups(71%) that the other members in having alienated members interact with each other. The participant types appeared in nine groups(22%) that participated in the small group interaction with each other without an alienation member. The highest of alienation types could see in nine groups that three members participated in interaction with two alienated members. Therefore it can be a way that the group size consist of five members not to alienate in group interaction. However it needs a group interaction around a center member inducing cooperative interaction and creating a participatory atmosphere since when there is a central role member, the result of group activity is higher.
Second, the aspect of transition of interaction type turned up all five patterns. These are the alienation resistant type, alienation expansion type, alienation expansion return type, alienation participant expansion type, and the alienation participant replacement type. The result of the analysis of these aspects of transition from the structural and relational points of view is that it requires the disposition of a center member to connect opinions and ideas of members for the strategic performance of tasks through free communication and cooperative participation in group activities. Also, it requires the production of an atmosphere that all members can participate through the giving out of questions to alienation members and proper division and circulation of their roles. For this, the teacher has to frequently check whether group activity is carried out favorably in an atmosphere of mutual respect.
On the basis of the results of this study, the proposals are as follows. First, it can be applied in deciding the group size consisted of three members to prevent a free riding effect or isolation problem. Second, it requires the disposition of a center member to make all members participate with a cooperative attitude and to get a positive outcome. Third, it can help to easily comprehend the representative interaction type of a small group and use comparative analysis of interaction pattern by group.