Verbal Interactions in Practical Scientific Inquires Byung-Soon Choi, Suk-Kyoung Seong, Hyun-Young Lee, Sang-Shil Chang Korea National University of Education Paper presented at the 1st EASEF in Seoul, Korea, February 27-28, 2007 Introduction 1970 ’ s ~ Practical Scientific Inquiry :
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Suk-Kyoung Seong, Hyun-Young Lee, Sang-Shil Chang
Korea National University of Education
Paper presented at the 1st EASEF in Seoul, Korea,
February 27-28, 2007
Practical Scientific Inquiry :
Central to develop
- An understanding of basic science concepts
Knowledge construction through group discussion in science learning has been widely acknowledged.
Knowledge construction has been considered as social process rather than personal instruction with phenomena (Alexopoulou and Driver, 1996).
Verbal interaction in science learning offer children the opportunity to construct ways of understanding (Driver, Newton & Osborne, 2000).
Talk with peers and teachers is at the center of children’s conceptual understanding(Driver, 1989; Sutton, 1992).
The purpose of this study was to investigate the extent to which the teacher provide opportunities for students to think and discuss for contribution to the construction of science concepts.
Verbal interactions were analyzed as well to identify the type of student-student interactions and the pattern of group interactions by cognitive level of the students in practical scientific inquires.
The participants consisted of a eighth-grade science teacher with 4 years of teaching experience and 64 eighth grade students of 16 small groups from her two science classes.
A small group is composed of 4 students.
The teaching sequence and its associated strategies were developed on the basis of the studies by Adey and Shayer(1994) and Vygotsky(1981).
Each practical work proceed through four distinctive teaching phases such as eliciting, familiarizing, constructing and bridging.
◈ Topics of 10 inquiry experiments
3. Data Collection
For the analyses of T-Ss interactions, data for the verbal interactions of a teacher with students in 16 small groups in two classes were collected.
3. Data collection
3A, 2B/3A, 2B, 2A/2B
Development of framework
for categorizing verbal interactions
Classify verbal interactions
Final classification of verbal interactions
Comparison of the quality of interaction heterogeneous group by cognitive level
in both homogeneous and heterogeneous group
Teacher - Students interactions in practical scientific Inquires consisted mainly of questions by the teacher and responses of the students. Nature of the question seemed to search for the right answer rather than to help students think so that they can explore and interrelate their ideas and enhance their learning outcomes from group discussion.
The teacher tended to interact with the student whose response was close to the right answer he intended. So it seemed difficult to negotiate the meaning of the data and draw the conclusion through the T-Ss interactions.
Therefore, understanding on the nature of knowledge construction should be emphasized in pre- and in-service education for the prospective science teachers.
Analyses of S-Ss interactions in small group showed that students in homogeneous group participated in group discussion actively and exerted high level interactions each other compared with those in heterogeneous group. On the other hand, verbal interactions in heterogeneous group were led by group leader and hence group discussion was not so active.
However, students in homogeneous group couldn’t satisfied with the competency of peers within group and tended to depend upon science teacher for the right answer. Therefore, the research on the way of group organization and on the strategies for enhancing group discussion effectively should be carried out further.