Advanced SearchSearch Tips
Effects of Science Instruction through Social Interactions on Conceptual Changes of Elementary School Students in Electromagnet
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
Effects of Science Instruction through Social Interactions on Conceptual Changes of Elementary School Students in Electromagnet
KWAK, Soo-Yeoun; KANG, Beodeul; YOO, Pyung-Kil;
  PDF(new window)
The purpose of this study is to analyze elementary school students` pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students` styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students` concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students` concept of electromagnet.
Social interaction;Radical constructivism;Conceptual change;Electromagnet;
 Cited by
Chang Sang-shil(2003). A Tendency of and Factors Affecting Student-Student Interactions in Science Inquiry Experiments Emphasizing Social Interactions. Master Thesis. Korea National University of Education.

Choi Dong-seon(2003). Cognitive Conflict, Conceptual Change and Verbal Interactions Through Small Group Discussion of Pairs and in Fours about Learning of Electric Circuit. Master Thesis. Korea National University of Education.

Driver, R..Squires, A..Rushworth, P. & Wood-Robinson, V.(1994). Making sense of secondary science : Research into children's ideas. London : Routledge.

Ginsbrug, H. & Opper, S.(1970). Piaget's theory of intellectual development(2nd ed.). Prentice-Hall, Inc.[Korean translation: Kim Uk-hwan(1992). Seonwonsa, 329-395.

Jones, M. & Carter, G.(1994). Vrebal and nonverbal behavior of ability-grouped dyads. Journal of Research in Science Teaching, 31, 603-619. crossref(new window)

Kang Suk-jin(2000). Concept learning strategy emphasizing social consensus during discussion: instructional effect and verbal interaction in small group discussion. Doctoral Thesis. Seoul National University.

Lim Hee-Jun(1998). Cooperative learning in science classes : instructional influences and small-group verbal interaction. Doctoral Thesis. Seoul National University.

Lock, R.(1988). A history of practical work in school science and its assessment, 1860-1986. School science review, 70, 115-119.

Ross, J. A. & Raphael, D.(1990). Communication and problem solving achievement in cooperative learning groups. Journal of Curriculum Studies, 22(2), 149-164. crossref(new window)

Roth, W. M.(1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34(3), 273-302. crossref(new window)

Roth, W. M. & Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76(5), 531-557. crossref(new window)

Son Sun-young(2002). The effects of generating perturbation on electromagnet conceptual change in constructivist teaching-learning context. Master thesis Busan National University of Education.

Swing, S. R. & Peterson, P. L.(1982). The relationship of student ability and small-group interaction to student achievement. American Educational Research Journal, 19(2), 259-274. crossref(new window)

von Glasersfeld, E.(1990). Environment and Communication. In Leslie P. Steffe & Terry Wood (1990), Transforming Children's Mathematics Education, LEA.

von Glasersfeld, E.(1986). Steps in the construction of "others" and "reality". In R.Trappl (ed.), Power, autonomy, utopias: New approaches toward complex systems. London: Plenum Press. 107-116.

von Glasersfeld, E.(1985). Reconstructing the concept of knowledge, Archives de Psychologie, 53, 91-101.

von Glasersfeld, E.(1989a). The Reluctance to Change a Way of Thinking. The Irish Journal of Psychology, 9(1) 83-90.

von Glasersfeld, E.(1989b). Cognition, construction of knowledge, and teaching, Synthese, 80(1), 121-140. crossref(new window)

von Glasersfeld, E.(1990). An exposition of constructivism : Why some like it radical. In R. B. Davis, C. A. Maher, & N. Noddings (Ed.), Monographs of the J. for Research in Mathematics Education, #4, 19-29. Reston, VA : National Council of Teachers of Mathematics.

von Glasersfeld, E.(1991a). Knowing without metaphysics : Aspects of the radical constructivist position. In F. Steier (Ed.), Research and reflexivity, 12-29. London : Sage.

von Glasersfeld, E.(1991b) A constructivist's view of learning and teaching. In: R. Duit, F. Goldberg & H. Niedderer (ed.) Research in physics learning: Theoretical issues and empirical studies - Proceedings of an international workshop. Kiel, Germany: IPN, 29-39.

von Glasersfeld, E.(1993). Learning and adaptation in the theory of constructivism, Communication and Cognition, 26(3/4), 393-402.

von Glasersfeld, E.(1995). Radical constructivism : A way of knowing and learning. The Falmer Press.

Webb, N. M.(1982). Peer Interaction and Learning in Cooperative Small Groups. Journal of Educational Psychology; 74(5), 642-655. crossref(new window)

Webb, N. M.(1994). Prompting Helping Behavior in Cooperative Small Groups in middle School Mathematics. American Education Reasearch Journal; 31(2). 369-395. crossref(new window)

Ginsbrug, H. & Opper, S.(1970). Piaget's theory of intellectual development(2nd ed.). Prentice-Hall, Inc.[Korean translator: Kim Uk-hwan, Sungwonsa, 1992, 329-395