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1 Journal of the Korean Chemical Society 2007, Vol. 51, No. 4 Printed in the Republic of Korea w x - w y *Á š w w w yw ( ) Case Study on Verbal Interactions of Teacher-Small Group StudentsG in Science Experiments Suk Kyoung Seong* and Byung Soon Choi Seocho High School, Seoul , Korea Department of Chemistry Education, Korea National University of Education, Chung-buk , Korea (Received March 28, 2007). - w y xyw y xk y wš, w š w e - w y p r y» wš w. y x w w»k w š, w w w š» w» š» w» w.»,, ƒ sw š,» p,,, š w» yw. - w y w, x w w ü. w w š e, w w w y w w.» z ü ww w w. ù w w tw ù e w š, w y x w ù rw w» š. y l w š w e y p ù tx, ƒ w p, w» w y, x», ƒw œ, w y w. w. : w x, - w, y ABSTRACT. The purpose of this study is to investigate the aspects of verbal interactions of teacher small group students by categorizing those interactions which affect students thinking thus to improve teacher s interaction. First, verbal interactions of teacher-small group students were divided into two categories Behaviors related to problem-solving, and Others. Behaviors related to problem-solving were also classified into two elements Receiving opinion based on the students thinking process, and Giving help based on the teacher s thinking process. Receiving opinion consists of agreement, question, correction, objection while giving help consists of information, hint, question, summary, and ask & answer. Most of teacher-small group students interactions were in the form of teacher s questions and students answers, and teacher s questions tended to require simple answers rather than answers from deep thought. In addition, there was a tendency that the teacher focused more on her own thinking process than students and that she interacted with only a couple of students who gave correct answers. As a result, even after teacher s scaffolding, many students were often unable to understand the particular contents. However, through the interactions, the teacher made students to have confidence by 375

2 376 Á restating their opinions and agreeing or praising them. She also created an atmosphere where students can give their opinions freely. From the observation of interactions, we can find that students thinking process is affected by the characteristics of teacher s interactions such as expression of agreement and encouragement, hint giving rise to thought, interactions based on the students thinking process, permission of students activities and questions, allowing time for students thought, and correction of wrong opinions. At this point, educational implications of teacher-small group students interactions were drawn. Keywords: Teacher-Small Group StudentsGVerbal, Interactions, Science Experiment š š y w š y z wì, z x k w w š. w w w ƒ wù ƒ. y ƒ š v z y w w w šdj wƒ wù š, f y y š z y» wƒ wù. 1 šdj y w» ù k w ü x w ¼ š. t w y w ùkù, w z y. w k y 2 x y mw w yxk ü ywš m x k, w» ù yƒ. 3 t w w y, w y w e w w ƒ v ƒ. wr w w y w w d» x w w w, w w xk w w š 4 5 y y w w š wš. w w 6», p y š {ü ü y 7 w w w w ww w t w. w y w š ü ƒwš 8,9,10,11 ù, w y ww» w ƒ w v ƒ. ¾ 11 w w y w ƒ. w w p xy, x w w w x w zw w. w y mw w w w y x w w, w. w x y w - w y x w - w y xk r š, y d w w š w e y p š w. mw w xy ùkù w y w w x» wš w. - w y» w ƒ ü x w ww wù, w ƒ Journal of the Korean Chemical Society

3 ü x w w w w w. 2007, Vol. 51, No. 4. ew w 2w w 4 ½ ƒ w w x ùkù y w. ½ w š y w w ƒ š w. ½ ƒ w w w, w w y w» š, p w w ½ ƒ š w w w š. w x w 8 ù ƒ m ûw 2 w 2 4 ù, w 5. w x xü» w ù, y w w» w w y w y ú w» w w k y w. x w š w x wš ww w, w v w w y y ù w. 12 ƒ y 2 90 w. w y»,, w» w, x y y ú x w w. x w š w w w w š, w - w y mw.. - w y x w ƒ wì - w y wš w.» w, y» e w x - w y 377» w» w. ƒ xy w w w, w y 12 w w.» y, 1 w 1 1 w 2 ƒ. y ü q w. ½ z y w, y Ï, w. w w y w w y w» w y zù z w. w»,, w w ƒd y w š, ü w x w (peer debriefing), ½ ü w y (member-checking)w ƒ.. y yw» w w 13,14,15» 2 x w y 1. y ww y yw ù, y ww» w w y w. y y ww» w w y ww w. 2 1 w w mw 2. w z, e wš x w ƒ. y p üš y ü» w. 16 e ƒ 0.8, 1 y ù g w. g w w» w, w wù g ù w ù» w.

4 378 Á w š w e - w y p w» w, w ü š y p š w w š ƒw w. w ö z, š w y. w» œm. ¾ w w, Merriam» w 17. œ mw w. - w y x. w y x w y, w ù ƒw» w w y w w»k j w (Table 1). 13 w w w wƒ w š» w ƒ š» w ƒ w», z» w. w y 14 Table 1. Types of teacher-small group students interactions I. Behaviors related to problem-solving G 1. Receiving Opinion based on the students thinking process Agreement(R1) Question: Close Question(R2-C) Open Question(R2-O) Correction(R3) Objection(R4) G 2. Giving Help based on the teacher thinking process Information(H1) Hint(H2) Question: Close Question(H3-C) Open Question(H3-O) Summary(H4) Ask and Answer(H5) II. Others Simple Answer(O1) Encouraging to involve(o2) Encouraging to think(o3) y w w ww w y ƒ w ƒ š, w y z w w q. w ü w y w š š m w w v ƒ. ƒ w» w w w»,,, 4 w sww., l w e t x w w ¾ sww. w w w w»» w. ƒ w w» w ù ƒ» yw. ù,, kx ù x w ƒ tx x w ƒ w w. nù t w w w š w w. w ƒ txw» w ƒ wš txw»z š w. 18 w ã w y, w w nù p tx w ã w y w w. w w w š y» w, 5 w yw. ƒ ù x w w. w w yw, š» w. p w w w w ƒw w, w w š Journal of the Korean Chemical Society

5 ». w š w w p xy w y mw w w w w» ù w yw.» w w xk ù y w,» š,» w. ƒ w z ƒ ¾ y w ü w ww w. ƒ y w w w w ü wš x», œw w yw. š w» ƒ w z w» wš w xk w w. w y»k yw.»k 3 w yw, m w, w w w, ƒw w š w š w w. w w w, wý ƒ? w ù w ù yw.» ü x ùkù - w y x. w w y ó y t w.»ƒ ¾ )0 w ƒ ƒ 3$ 3 w 3 k œ» )0 w ƒ w 0 w x - w y 379 w jƒ ¾ x x ƒw xp x ƒw ) w ƒ w ƒ )0 w w» ƒ ùƒ š w w ¾ 3 ƒ š ƒ 30 w 3» w ¾ w ¾ )$ w ƒ š ¾ 3$ w yw yƒ ú 3 þ 3» ) - w y xk. - w y xk» w y y s³w (Fig. 1). ½ w y 648z, 80z y wš, w w 90% wš. w» w» š» w» ƒƒ 374z(58%) 206z(32%), ½ w y wš ùkû. ƒ Fig. 1. Frequency of Teacher-Small group students verbal interactions. 2007, Vol. 51, No. 4

6 380 Á w ù š t» w š w y wš w. w w š» w y w š, 14,19 ƒ w y mw w w ww š w -w y w š. 20» ƒ» w w» w w -w y š w. w r,» w wš y w w w ƒƒ 151z(23%) 140z(20%) j ƒ ù. ƒ w š tw y w, w ù š y w w. p x 2 ùkù, w ƒ w w š w x w w x š. z ù w k w w š w w, t ù n w ( 1). ƒû»ƒ w w»ƒ w ƒ wwû»ƒ w w y ƒ w y wš w k š. w Roth w ƒ ƒš w yw w z ùkü š w. 21 w ü w ƒ. ù wù kw w, w w ƒ wš txw» z œw v w. w f $MPTFRVFTUJPO š w ƒ ƒ 0QFORVFTUJPO 3 2 š w, y» w. ƒ y 4 1 wš, ½ w w. w w ½ w w y w w w w wš w ( 10 š). w w w y ƒw, w ù ƒ x û ½ ƒ y w w. w ƒ 40z(6%) w 2 ùkü w w. ƒ w w w w ww w», p g ã wš w. y w y w e š w 6, ƒ w w w wš p w ã w w z, w w q w w ƒ w w y w e. š» w y» w r, ù p w ƒ ½ Journal of the Korean Chemical Society

7 w y ù mw w wš. y w w» œw ü y ww w, w w y. w» w w w v» w, z w ü ww w y w ( 3). y ww Õ v w w w œw v ƒ š ƒ. v j w v m, q w x v y wš y. y w w ƒw ü. œ»ƒ œ»ƒ j v wš v m œ»ƒ wœ»ƒ ùƒ œ»ƒ v j» œ»ƒ w vƒ» ƒ j ÿ w vƒ ù w w ù š ƒw ƒ ƒw ƒ w wœ»ƒ» ùƒ ƒv j œ» vƒ ù wp w w œw w w ƒw»z w p 16z (2.6%) w û ùkþ, ½ ƒ w w œw w ƒ ƒw š y e eš 2007, Vol. 51, No. 4 w x - w y 381. ww š w w w ƒ w w x» wš, p w ƒw xk y. ½ w y w y w š. y ñ ƒ w, w w š w w ƒ w»¾ ƒ» w w w x. y mw w z w w w j» w w w y v w. p y ƒ ¼ w y w w.»k ù š w ƒ w 2-3z ù kû. ¾ ƒw š wš w w w š w 22, w š wš» š x wƒ w. w š w e - w y p. r - w y x y p y w,» w šy w e - w y p r, y w x» w š w. ù, e txw ƒ. ½ w w ù w š e w tx wš. Duit 23 w w ù ƒ w w. w w w w ù e wš z y w ù, ã w š y w y ( 4, 5). ù e w

8 382 Á txw w wš. w w e, w š w y( 4) ã w š y w y( 5). š k w ÿ w ¾ w w _ w üƒ þ ù v w» w w w šƒ w ƒ e w» ù wš w šƒ w š ÿ w w š w w w w wù w w w¾ w v w ÿû w š w» y w ƒ. r, ƒ y w w w t ƒ š w t ƒ ƒ ƒ w ùkù. w ƒ w ƒ» w ƒ y w ƒ. w š ww w, š y t ƒ kà Ï. w w, ½ w ¾ wš ƒ w» ƒ w w. w y w w, x w ƒ. w ü y w w»š, w w w w ƒ š». w ƒ ½ œ y x. ½ ü. ƒ» w š wš w xk ¾ w š üƒ» šü ƒ y w š k¾ m w þ ƒ š ö y š ƒ ½ w w ƒ e w w, y w ¾ wš. ½ w p wš k w» ww wš, l y w» w qw ƒ. 6 w y w z w ƒ y w y, 7 w» w y mw w w.»z g wš ¾ ¾ w ¾ Journal of the Korean Chemical Society

9 w ¾ ¾ wƒ ƒ ù»» w ƒ š w w» ¾ wf w j ƒ z ƒ š w» ƒ ƒ ƒ ¾ w š w ƒ w»ƒùƒ ÿ w w yƒ ú¾ w»ƒù ww»ƒù ¾ w ww ww w ƒ ww ƒ» yƒ ú¾ w w w 6 ƒ w w w, w w w w w. ƒ ƒš ù ƒ 2007, Vol. 51, No. 4 w x - w y 383, w š ƒ wš. l w š ww wš š y w ƒ ã». w ƒ ww w w. ƒ w ƒ w y w q w w ù x ƒ w, w ¾ ƒ y w v w. x» œw ƒ. ½ w y x wš š, w ùkù ½ ƒ ƒ w x w wš. w ½ x w t xwš y w. w ƒò e w ƒ w w y. w ½ ƒ w. w w y w.» ö š v ƒ w ƒ ƒw w ü wš j ƒ j w w š»¾ û ƒ z š ¾ û v šw w w û û w ƒ w w ƒw œw ƒ. xy w w (scaffolding)» w. k y

10 384 Á w» w š w w w w w. w p w w šw»z œw w. w w w w ƒ w œw wš. j w û, w ¾ y w y ¾ ƒw» ƒù w ƒš. 9 ƒ x mw w w z, w y w w 1 w wš y w w w š w. w { ¼š ü š x y w š w. w - w y ƒ w z w w» ƒ w y ( 10). w š w w š w. ƒ w» ù ƒ.»z g wš ¾ ƒš ¾ w ƒ ƒ w ¾ w ¾ wv j v ¾» ƒ w z ƒ w w w w w w w w w Œ w w w e ƒ w p w ƒ. w š w p w w w š ù, w ƒ w». w pƒ w w wš y w, w w»» w w w ƒ w ww wš ( 8). w» Õ v w. w š w w w w w, š w p w v ƒ. w w ƒ. ³ y ƒ 4 w œsw y w. ƒ w y wš, wš š. y w xk ƒ ƒ» w» y š. y w w w, w w Journal of the Korean Chemical Society

11 wš š w y w», ƒ w w w w ù kû. y w w w š w. w w2ƒ w w2. w ƒ w š. w w y w wš. ƒû ¾ ¼¾ ƒû ¼¾ w ƒ w e ƒqû ¾ ƒ» ww» ƒ ¾ wû w 2007, Vol. 51, No. 4 - w y xyw y xk y w š, w š w e - w y p r y» wš w. - w y w, x w w ü, z» w ƒw»z wš ù kû. w w š e, w w w y w wš y w z ww wš w x - w y 385 ƒ. w w w tw ù e w š, w y x w ù rw w» š. ƒ y w» w w š ww» ƒ w w q. Barnett Hodson 24 p t š w ƒ w w k y ww w x œw ƒ ù. w k y sw w w w š w, y ¾ y ü y w z y w w.» ƒ w w w w w w. w ƒ e» w w š w w w w w. 25 w k w ƒ k w xk y w w. w y wš ù w w ƒ v w œw w, y œw xk w š ñ wš. y p w y š w. ƒ w w w k w». ƒ k w xk y w w, ƒ w xk w w x ù k w. ƒ w»w ù yù y w š w, w y. y w y. w 6 x ùkù - w y w ù w

12 386 Á w - w y y w. x w ww y w w v ƒ. w w y w w e š š, y w y w w w. y w y ù k ƒ w v ƒ. y w š w» ü wš w š ww w w ƒ w», w - w y w w. x 1.. ƒ? : Lumpe, A. T. School Science and Mathematics. 1995, 95, Alexopoulou, E., Driver, R. J. Res. Sci. Teach. 1996, 33, Wubbels, T., Brekelmans, M. International Handbook of Science Education, Kluwer academic publisher: London, Chang, H. P., Lederman, N. G. J. Res. Sci. Teach. 1994, 31, Shepardson, D. P. J. Res. Sci. Teach. 1996, 33, Cho, Y.-D., Thesis for a doctorate: Kor. Nat. Univ. of Edu., Choi, K.-H., Park, J.-Y., Choi, B.-S., Nam, J.-H., Choi, K.-S., Lee, G.-S. J. Kor. Assoc. Res. Sci. Edu. 2004, 24, Park, J.-Y., Jung, I.-H., Nam, J.-H., Choi, K.-H., Choi, B.-S. J. Kor. Assoc. Res. Sci. Edu. 2006, 26, Yang, I.-H., Seo, H.-D., Jung, J.-W., Kwon, Y.-J., Jung, J.-G., Seo, J.-H., Lee, H.-J. J. Kor. Assoc. Res. Sci. Edu. 2004, 24, Yu, Y.-J., Go, Y.-J., Lee, S.-K., Kim, C.-J. Stud. of Teacher Edu. 2006, 23, Kim, J.-Y., Shin, A.-K., Park, K.-T., Choi, B.-S. J. Kor. Chem. Soc. 2001, 45, Anderson, R., Howe, C., Soden, F., Holliday, J., Low, J. Instructional Science. 2001, 29, Bianchini, J. A. J. Res. Sci. Teach. 1997, 34, Lim, H.-J., Park, S.-H., Noh, T.-H. J. Kor. Assoc. Res. Sci. Edu. 1999, 19, , ½.. w :, Merriam, S. B. Qualitative research and case study applications in education. Jossey-Bass Publishers; San-Francisco, Ha, E.-J., Shin, A.-K., Choi, B.-S., Kang, S.-J. J. Kor. Assoc. Res. Sci. Edu , 26, Mahanz, M. Clearing House, 1997, 70, Tuyay, S., Jennings, L., Dixon, C. Discourse Process. 1995, 19, Roth, W. M. J. Res. Sci. Teach. 1996, 33, Seong, S.-K., Thesis for a doctorate: Kor. Nat. Univ. of Edu., Duit, R., Roth, W. M., Komorek, M., Wilbers, J. Internal. J. of Sci. Edu. 1998, 20, Barnett, J., Hodson, D. Sci. Edu. 2001, 85, Hand, B., Treagust, D. F., Vance, K. Science Education. 1997, 81, (transcription)»y j w.... Õ ù w.?? w ü yw ƒ q w w. // ƒ w. Journal of the Korean Chemical Society

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