120th General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Exhibition Hall 2+3
Time 10월 20일 (금요일) 13:00~14:30
Code EDU.P-509
Subject Verbal Behaviors and Interactions in Processes of Making Written Test Items by Paired Think Aloud Problem Solving for Pre-service Secondary Teachers
Authors hunsik kang
Seoul National University of Education, Korea
Abstract This study investigated verbal behaviors and interactions in processes of making written test items by paired think aloud problem solving for pre-service secondary teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that ‘item making’ of 10 subcategories for solver’s verbal behaviors were most frequently exhibited regardless of ‘integration’ among pedagogical content knowledge (PCK) components. The solver’s ‘provide’, ‘modify’, ‘require agreement’, ‘ask’, ‘agree’, and ‘justify’ were also frequently exhibited although fewer than ‘item making’. Especially, the solver’s ‘ask’ was more frequently used in ‘non-integration’, whereas ‘justify’ was more frequently used in ‘integration’. In listener’s verbal behaviors consisted of 8 subcategories, ‘point out’, ‘ask’, and ‘agree’ were frequently exhibited regardless of ‘integration’. Especially, listener’s ‘ask’ and ‘agree’ were more in ‘non-integration’, whereas ‘point out’ was more in ‘integration’. Many verbal interactions were analyzed to be in symmetrical type more than solver-dominant type or listener-dominant type. The symmetrical type was also more frequently exhibited in ‘integration’, whereas solver-dominant type was more frequently exhibited in ‘non-integration’. There was little difference between ‘integration’ and ‘non-integration’ in the listener-dominant type. In 23 subcategories of the symmetrical type, ‘ask-provide’ and ‘point out-justify’ were most frequently found. Especially, ‘ask-provide’ was more frequently found in ‘non-integration’, whereas ‘point out-justify’ was more frequently found in ‘integration’. ‘Point out-modify’ was the most frequent in 4 subcategories of the listener-dominant type, while ‘item making-agree’ in 3 subcategories of the solver-dominant type regardless of ‘integration’. However, other subcategories of the three types were a little found.
E-mail kanghs@snue.ac.kr