Analysis of Stability in Verbal Interaction Types of Science-gifted Students

Abstract

Background:Science inquiry activities carried out in a small group are learner-centered activities operating under the premise of collaborative interaction between members through various types of communication and consultation in the process of resolving issues.Material and methods:The changes in the types of interactions in the three exploratory activities targeting science-gifted students were analyzed using the Social Network Analysis (SNA). As a result of analyzing eight small groups, it was possible to divide the interaction types into two groups, namely, the alienation retaining type—where the type of interactions was retained from start to end—and the alienation changing type where the types of interactions changed.Results:First, regarding active interactions between three members, the remaining students turned out to be alienated and could not participate in further inquiry activities. Second, changes of types occurred in accordance with the leaders’ central positions.Conclusions:On the basis of this study, it is expected that future analyses will show how the type of interaction changes according to the level of inquiry or familiarity status with the inquiry topics. In addition, it is expected that studies about guidance and feedback of teachers and new students’ participation in the interactions will follow.