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E-mail: sjkang@knue.ac.kr(Received May 7, 2014; Accepted June 22, 2014).                      .         ,        ,           .   , ,   , ,    6      1  2 .  ,  1          ,  2        . ,  1  2    ,      .                       .     .:  , ,  ,   ABSTRACT. The importance of small group activity has recently been emphasized in the gifted education in sciencebecause of the increased needs to foster the human resources that could explore through the communication and collaboration.In this study, we investigated the characteristics of the verbal interaction according to the learning styles of the gifted-studentsin science in the small group activity and examined how learning style affected the interaction within a group in order to seekan effective grouping strategy. The competition, cooperative, and dependent students with learning style in the small group1 and the cooperative, cooperative, dependent students in the small group 2 were assigned by the 6 science high school stu-dents. The analyses of the results revealed that the small group 1 showed the asymmetric interaction of the low level, whereasthe small group 2 showed the symmetric interaction of the high level. In other words, the frequencies of in-depth interactionin the small group 2 were higher than those in the small group 1, and also students in the small group 2 were equally involvedin the activity rather than the small group 1. These results suggested that the grouping by the students’ learning styles in thesmall group activity should affect significantly the participation decision in activity and the level of verbal interaction. Edu-cational implications of theses findings were discussed.Key words: Grouping in small group activity, Learning style, Verbal interaction, Gifted-student in science

Exploring the Effects of Grouping by Learning Style of Gifted-Student in Science on the Verbal Interaction