대학생 소집단 토의의 상호작용 양상과 협력적 지식구성 유형 및 활성화 요인 = Interaction Patterns, Types of Collaborative Knowledge Construction, and Activation Factors in College Students’ Small-Group Discussions

다국어 초록 (Multilingual Abstract)

This study aimed to explore the interaction patterns and collaborative knowledge construction processes in small group discussions in university education and to identify factors that activate them. Data were collected from six small-group discussions comprising four to five students in an educational psychology teaching course. Qualitative discourse analysis was conducted to analyze individual members' utterances and utterance pairs, and to repeatedly compare and contrast the discussion patterns of each small group. The results were as follows. First, the utterances and interaction patterns of each subgroup were highly diverse. Second, collaborative knowledge construction was classified into five types according to the degree of interaction and negotiation: exploratory net, exploratory centralized, exploratory decentralized, accumulative centralized, and accumulative decentralized. The more exploratory the discussion, the more interactive the group; the more utterances expressing incomplete understanding and uncertainty of opinions, the more agreement repetition/response utterances, and the more rebuttals and alternative proposals. Third, we compared and analyzed the conversational interactions of exploratory and accumulative discussion groups to explore factors that activate the collaborative knowledge construction process. We found that expressions of uncertainty and resistance to understanding, including questions, triggered collaborative thinking, and sustained and elaborated collaborative thinking by eliciting more response utterances, such as clarification and agreement/repetition. Additionally, collaborative knowledge construction is more likely facilitated when all members of a small group engage in an even mix of utterances, or when the discussion leader uses multiple types of utterances to guide the discussion.


Educational Implications : The results showed that in student-led small-group discussions, college students' sharing of knowledge and opinions is more interactive and negotiated when they are comfortable expressing uncertainty, incompleteness, and different perspectives and alternatives. This suggests the value of a classroom community in which diverse ideas and opinions coexist and the importance of learning through collaborative dialogue. Therefore, teachers should first affirm and model the genuine value of diversity in the classroom, allowing students to actively express the intellectual and psychological inconsistencies and uncertainties that arise in the learning process and help students take ownership of their learning.