Attention: This site looks better in the latest Mozilla or Internet Explorer.

The Learning Conference 2003

Home | Newsletter | Call for Papers | Register

Presentation Details


How Group Structures Affect the Tasks in Science Learning: A Case Study about the Influence of Natural Science Museum Visiting to 7th Grade Science Learning Groups

Jung-Hua Yeh.

Drawing upon the expectation state theory and social identity theory, this study assumed there is group structure exists in each science learning group. That would cause power and prestige orders differentiate. This study aimed at describing how the patterns of science-learning groups’ power and prestige order effect on science learning, especially for the activity of visiting natural science museum.

Two seventh grade classes were involved in the study. Both quantitative and qualitative approaches were adopted. By integrating sociometric questionnaires (the Classroom Structure Inventory and the Group Structure Inventory) and a non-parameter statistics method (the Friedman analysis model), the group structure in a science-learning group was addressed. Following the ethnography of communication to analysis museum visiting observation and accompany with individual interview, the problem of how group structure effect on museum visiting was inquired.

Major findings were listed as following:
1. Patterns of power and prestige orders in secondary high school science learning group.
2. Group members usually respect and follow the high prestige members’ opinions during group discussion.
3. Though high prestige and low prestige members followed the procedures of science learning activity correctly, the former might explain the reasons of such procedures simultaneously. In contrast, the latter tried to do that only when asked.
4. During the museum visiting activity, low prestige members in every group presented much active engaging than in school.
5. The prestige order and group structures might not be changed after museum visiting, but the activity caused more mutual instruction interaction between high and low status members.


Jung-Hua Yeh  (Taiwan)
Assistant Research Fellow
Science Education Department
National Museum of Natural Science

The major interest of me is how the interaction inside a learning group effect on learning. The last three years, no matter in primary or secondary school, the science learning groups did effect on how and what the students learn. Once people in a group, he must be influenced by the peers. I try to find the way making those negative effect become positive. Learning in Sceince Museum is the first trial.

  • Group structure
  • Museum learning activity
  • Secondary school science learning
Person as Subject
  • Yeh, Jung-Hua

(30 min Conference Paper, English)