Verbal Interaction in Paired Think-Aloud Problem Solving; Comparison of the Characteristics of Small Groups Based on Achievement

해결자·청취자 활동에서의 언어적 상호작용: 성취도에 의한 소집단별 특성 비교

  • Taehee Noh (Department of Chemistry Education, Seoul National University) ;
  • Hunsik Kang (Department of Chemistry Education, Seoul National University) ;
  • Kyungmoon Jeon (Department of Science Education, Gwangju National University of Education)
  • 노태희 (서울대학교 화학교육과) ;
  • 강훈식 (서울대학교 화학교육과) ;
  • 전경문 (광주교육대학교 과학교육과)
  • Published : 2003.10.20


This study investigated the characteristics of verbal interactions of various small groups based on previous achievement in paired think-aloud problem solving. Two classes of a high school were assigned to the homogeneous and heterogeneous groups, and taught on chemistry. Students from homogeneous groups (high${\cdot}$high, mid?id) and heterogeneous groups (high${\cdot}$mid, high${\cdot}$low) were selected, and their algorithmic problem solving on chemical equation and stoichiometry were audio/video taped. In high${\cdot}$high group, solver's 'require agreement' and listener 'agree' were frequently exhibited. On the other hands, listener's 'point out' and solver's 'modify' were frequently exhibited in mid${\cdot}$mid group, which was also observed in the heterogeneous groups (high${\cdot}$mid, high${\cdot}$low). Many verbal interactions were analyzed to be in symmetrical type. In this type, 'require agreement-agree' of high${\cdot}$high group was the most frequent. 'problem solving-agree' of high${\cdot}$high group was the most frequent in the solver-dominant type, while 'point out-modify' of high${\cdot}$low group in the listener-dominant type. The verbal behaviors related to the solving stage were frequently observed, but there were few related to the reviewing stage.


Paired Think-Aloud Problem Solving; Verbal Behavior; Verbal Interaction; Problem Solving Stages


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