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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.1 pp.81-92

사회연결망법을 이용한 과학영재들의 의사소통 구조 분석

전북대학교 과학교육학부/과학영재교육원, 561-756, 전라북도 전주시 덕진구 백제대로 567
본 연구의 목적은 소집단 활동에서 과학영재들의 의사소통 구조를 찾아보고, 이들의 의사소통 유형과 성취 수준의 관계를 알아보기 위한 것이다. 이를 위하여 과학영재들을 대상으로 5명을 한 단위로 하는 8개 소집단을 구성하고, 이들에게 지구의 밀도 구하기라는 주제로 토론식 수업을 적용하였다. Pajek과 UCINET 6.0을 활용하여 과학영재들의 대화로부터 의사소통 구조와 성취 수준을 분석하였다. 그 결과 상호작용 분산 정도에 따라 과학영재들의 의사소통 유형을 독점형과 공유형으로 분류할 수 있었다. 그리고 상호작용 밀도와 집중도에 따라 과학영재들의 의사소통 유형을 DH· NH형, DH· NL형, DL· NH형, DL· NL형으로 분류할 수 있었다. 과학영재들의 소집단 활동에서 문제 해결 성취 수준은 구성원 간 상호작용의 분산이 아니라 상호작용의 밀도와 연결망 집중도의 차에 의해 영향을 받는다는 것을 알 수 있었다. 그러므로 교사들은 소집단 활동을 활용하여 학생들을 지도할 때 문제 해결에 관련된 의사소통이 이루어지도록 지도할 필요가 있다.

A Communication Structure of Science Gifted Students Based on the Social Network Analysis

*Corresponding author: kr

Tel: +82 63 270 3631

Fax: +82 63 270 2802
, Duk-Ho Chung and Dae Young Yoo*

Division of Science Education/Science Education Institute for the Gifted, Chonbuk National University,
Jeonbuk 561-756, Korea


The purpose of this study was to investigate the communication structures that science gifted students used insmall group activities, and to examine the relationship between communication styles and their achievement level. Eightsmall groups,5 members in each, participated in small group activities, in which they discussed how to calculate theaverage density of the earth. The communication structures and the achievement level presented in the group activitieswere analyzed using Pajek, Ucinet 6.0. As a result, we classified the communication styles of science gifted students intomonopolistic type and co ownership type according to the degree of dispersion of the interaction. We also classified itinto DH· NH type, DH· NL type, DL· NH type, and DL· NL type based on the density and network centralization of interaction.The achievement levels of gifted students in their group work were affected by the density of interaction and the networkcentralization in small group activities, not by the dispersion of interaction among the members of the groups. Therefore,we recommend that teachers make the communication relevant to solving problem when they utilize a small groupactivity in science teaching.


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