This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.
@article{ JCGMDC_2002_v46n1_76}
,title={The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning}
,volume={1}
, url={http://dx.doi.org/10.5012/jkcs.2002.46.1.076}, DOI={10.5012/jkcs.2002.46.1.076}
, number= {1}
, journal={Journal of the Korean Chemical Society}
, publisher={Korean Chemical Society}
, author={Tae-Hee, Noh
and
Suk-Jin, Kang
and
Su-Jin, Han
and
Jae-Young, Han
and
Kyung-Moon, Jeon
and
Eul-Sun, Seung}
, year={2002}
, month={Feb}
TY - JOUR
T2 - Journal of the Korean Chemical Society
AU - Tae-Hee, Noh
AU - Suk-Jin, Kang
AU - Su-Jin, Han
AU - Jae-Young, Han
AU - Kyung-Moon, Jeon
AU - Eul-Sun, Seung
SN - 1017-2548
TI - The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning
VL - 46
PB - Korean Chemical Society
DO - 10.5012/jkcs.2002.46.1.076
PY - 2002
UR - http://dx.doi.org/10.5012/jkcs.2002.46.1.076
ER -
Tae-Hee, N.
,
Suk-Jin, K.
,
Su-Jin, H.
,
Jae-Young, H.
,
Kyung-Moon, J.
,
&
Eul-Sun, S.
( 2002).
The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning.
Journal of the Korean Chemical Society,
46
(1)
Korean Chemical Society.
doi:10.5012/jkcs.2002.46.1.076
Tae-Hee, N
et al.
2002,
The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning,
Journal of the Korean Chemical Society,
vol. 1,
no. 1,
Retrieved from http://dx.doi.org/10.5012/jkcs.2002.46.1.076
[1]
N Tae-Hee
,
K Suk-Jin
,
H Su-Jin
,
H Jae-Young
,
J Kyung-Moon
,
and
S Eul-Sun
,
“The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning”,
Journal of the Korean Chemical Society,
vol. 1,
no. 1,
Feb
2002.
Tae-Hee, Noh
Suk-Jin, Kang
Su-Jin, Han
et al.
“The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning”
Journal of the Korean Chemical Society,
1.
1
2002:
Tae-Hee, N
,
Suk-Jin, K
,
Su-Jin, H
,
Jae-Young, H
,
Kyung-Moon, J
,
Eul-Sun, S
The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning.
Journal of the Korean Chemical Society
[Internet].
2002.
Feb ;
1
(1)
Available from http://dx.doi.org/10.5012/jkcs.2002.46.1.076
Tae-Hee, Noh
,
Suk-Jin, Kang
,
Su-Jin, Han
,
Jae-Young, Han
,
Kyung-Moon, Jeon
,
and
Eul-Sun, Seung
,
“The Effects of Assigning Cognitive Roles in Small-Group Discussion for Science Concept Learning.”
Journal of the Korean Chemical Society
1
no.1
()
Feb,
2002):
http://dx.doi.org/10.5012/jkcs.2002.46.1.076