• Title, Summary, Keyword: 해결자.청취자 활동

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Verbal Behaviors in Paired Think-Aloud Problem Solving (해결자.청취자 활동에서의 언어적 행동)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.4
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    • pp.624-633
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    • 2000
  • This study investigated students' verbal behaviors in paired think-aloud problem solving. High school students in chemistry classes were asked to use 4 stage problem-solving strategy through paired think-aloud problem solving, and their small-group behaviors were audio/video taped. Verbal behaviors of the solvers and listeners were classified into 8 categories. Solvers frequently exhibited the behaviors of 'require agreement', 'provide', and 'modify', and listeners frequently exhibited the behaviors of 'agree', 'ask', and 'point out'. With behaviors exhibited frequently, the verbal interaction between solvers and listeners were also investigated. In studying partial correlation between verbal behaviors and the improvement of problem-solving ability, listener's 'agree' and 'point out', and solver's 'modify' were positively related with listener's improvement. However, there was negative correlation between listener's 'point out' and solver's improvement. In a perception questionnaire, many students were found to perceive that the paired think-aloud problem solving helped them to be aware of the problem-solving processes. However, some listeners also perceived that it was difficult to know solver's problem-solving processes.

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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;Hunsik Kang;Kyungmoon Jeon
    • Journal of the Korean Chemical Society
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    • v.47 no.5
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    • pp.519-529
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    • 2003
  • 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.

The Effects of Grouping Method in Solving Chemistry Problems Using Think-Aloud Paired Problem Solving (해결자.청취자 활동을 이용한 화학 문제 해결에서 소집단 구성 방법에 따른 효과)

  • Noh, Tae-Hee;Seong, Eul-Sun;Kang, Hun-Sik;Jeong, Yeong-Seon;Kang, Suk-Jin
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1063-1069
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    • 2004
  • This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

Small Group Processes in Paired Think-Aloud Problem Solving (해결자.청취자 문제해결 활동에서의 소집단 과정)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.22 no.3
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    • pp.411-421
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    • 2002
  • This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

The Influence of Paired Think-Aloud Problem Solving on Interactions among PCK Components Considered in the Processes of Making Written Test Items by Pre-Service Chemistry Teachers (해결자·청취자 활동이 예비 화학교사의 지필평가 문항 제작 과정에서 고려된 교과교육학 지식(PCK) 구성 요소 사이의 상호작용에 미치는 영향)

  • Park, Jaesung;Kang, Hunsik;Han, JaeYoung
    • Journal of The Korean Association For Science Education
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    • v.37 no.3
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    • pp.429-440
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    • 2017
  • This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.

The Effects of Problem Solving Strategy and Paired Think-Aloud Problem Solving on High School Students' Chemistry Problem Solving (문제 해결 전략과 해결자.청취자 활동이 고등학생의 화학 문제 해결에 미치는 효과)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.21 no.2
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    • pp.289-298
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    • 2001
  • The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver Listener), St-SL group (using Strategy-Solver Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students' ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

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Verbal Behaviors and Interactions in Processes of Making Written Test Items Using Paired Think Aloud Problem Solving for Pre-Service Secondary Chemistry Teachers (중등 예비 화학교사의 해결자·청취자 활동을 통한 지필평가 문항 제작 과정에서 언어적 행동 및 상호작용)

  • Kang, Hunsik
    • Journal of The Korean Association For Science Education
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    • v.38 no.5
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    • pp.611-623
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    • 2018
  • This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.

The Effect of Grouping by Extraversion and Introversion in Paired Think-Aloud Problem Solving Using Problem-Solving Strategy (문제 해결 전략을 사용하는 해결자.청취자 활동에서 내.외향성에 따른 소집단 구성의 효과)

  • Jeon, Kyung-Moon;Kang, Hun-Sik;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.23 no.1
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    • pp.57-65
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    • 2003
  • In this study, the effects of grouping by extraversion and introversion in paired think-aloud problem solving using a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Prior to the instructions, the students' extraversion/introversion in three high school classes (N=87) were examined, and those classes were randomly assigned to the homogeneous, the heterogeneous, and the control groups. The test scores of the two treatment groups were significantly higher than those of the control group in the problem-solving ability. However, there were no significant differences in learning difficulty and self-efficacy. Although there were no significant differences between the scores of two treatment groups in the subcategories of the perception of treatment, the test scores of extroverts were significantly higher than those of introverts in the perception of performing listener's role, the preference to problem solving strategy, and the preference to paired think-aloud problem solving.

Effects of Instructional Method Using Think-Aloud Paired Problem Solving and Mole-Map (해결자.청취자 활동과 몰 지도를 사용한 문제해결 교수 방법의 효과)

  • Noh, Tah-Hee;Jeong, Yeong-Seon;Kang, Suk-Jin;Yu, Ji-Yeon
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.102-109
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    • 2002
  • This study investigated the effects of an instructional method which consists of think-aloud paired problem solving (TAPPS) and mole-map. Three classes (100 students) of a high school were assigned to the control, the TAPPS, and the TAPPS with mole-map (M-TAPPS) groups. Prior to the instructions, students' perceptions of learning environment were examined. Tests of mole conception, problem solving ability, and perception of learning environment were administered after the instructions. Two-way ANCOVA results indicated that the high-level students in the TAPPS group performed better in the conception test than those in the control and the M-TAPPS groups. However, there was no significant difference among the three groups in problem solving ability. The scores of involvement for the TAPPS group were significantly higher than those for the control group.

The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry (중학교 화학에 적용한 해결자.·청취자 활동에서 의사소통 불안 수준에 따른 소집단 구성의 효과)

  • Kang, Hun-Sik;Lee, Jeong-Soon;Kim, Kyung-Sun;Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.51 no.6
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    • pp.569-576
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    • 2007
  • In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.