소집단 활동에서의 학습자간 상호작용에 관한 연구: 아동의 인기도를 중심으로

This study is to explore how popularity influence on interaction behaviors in small group learning. To achieve these purpose the specific questions have been set up in this study as follows :

1. Are there any differences of frequency of the interaction behaviors and no interaction behaviors according to the child' s popularity in small group learning?

2. Are there any differences in specific inter - action behaviors according to the child' s popularity in small group learning?

3. Are there any differences in specific no interaction behaviors according to the child's popularity in small group learning?

One 5th grade classroom which "Learnig T ogether" model was implemented was observed. The subject of this study is 20 children who were divided into according to the basis of 10 popular children and unpopular children. They were selected by sociometrics. The popularity were measured using a peer rating scale. The tool of this study was used the observation checklist used by Lew, Mesch, Johnson & Johnson(1994)'s interaction categories. The observational method is 15 seconds observation and 5 seconds record on the checklist. The data analysis was frequency, percentage, and x2 test.

The results of the study are summarized as follows :

1. There was significant differences in frequencies of interaction behaviors and no interaction behaviors between popular children ' s group and unpopular children ' s group in small group learning. The children in popular group used task interactions more often than the children in unpopular group.

2. There was significant differences in task interactions between popular children ' s group and unpopular children ' s group in small group learning. The children in popular group showed lots of giving informations, giving opinions, giving suggestions, and asking for opinions. And the children in unpopular group showed lots of asking informations.

3. There was significant differences in off- task interactions between popular children ' s group and unpopular children ' s group in cooperative learning. The children in popular group showed lots of passive interactions such as tension release and encouraging participation. The children in unpopular group showed lots of negative off- task interactions.

4. There was significant differences in no interaction between popular children ' s group and unpopular children ' s group in small group learning. The unpopular children group showed lots of just seeing and wandering.

The result showed that the popular ity influenced on the frequencies and types of students ' interactions in small group learning with job specification. The finding suggests that teachers should help unpopular children equip with social skill and enhance prosocial norm such as "cooperation" in classroom community in order not to intrude their potential learning opportunities.