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Exploring the Effects of Grouping by Learning Style of Gifted-Student in Science on the Verbal Interaction

과학 영재들의 학습양식에 따른 소집단 구성이 언어적 상호작용에 미치는 영향 탐색

  • Received : 2014.05.07
  • Accepted : 2014.06.22
  • Published : 2014.08.20

Abstract

The importance of small group activity has recently been emphasized in the gifted education in science because of the increased needs to foster the human resources that could explore through the communication and collaboration. In this study, we investigated the characteristics of the verbal interaction according to the learning styles of the gifted-students in science in the small group activity and examined how learning style affected the interaction within a group in order to seek an effective grouping strategy. The competition, cooperative, and dependent students with learning style in the small group 1 and the cooperative, cooperative, dependent students in the small group 2 were assigned by the 6 science high school students. The analyses of the results revealed that the small group 1 showed the asymmetric interaction of the low level, whereas the small group 2 showed the symmetric interaction of the high level. In other words, the frequencies of in-depth interaction in the small group 2 were higher than those in the small group 1, and also students in the small group 2 were equally involved in the activity rather than the small group 1. These results suggested that the grouping by the students' learning styles in the small group activity should affect significantly the participation decision in activity and the level of verbal interaction. Educational implications of theses findings were discussed.

Keywords

Grouping in small group activity;Learning style;Verbal interaction;Gifted-student in science

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