• Title, Summary, Keyword: Cooperative learning

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A Study of Cooperative Learning Style to Improve Mathematics Teaching Methods (수학교육방법 개선을 위한 협동학습 유형 연구)

  • Lee, Joong-Kwoen
    • The Mathematical Education
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    • v.45 no.4
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    • pp.493-505
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    • 2006
  • This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

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The Study of the Cooperative Learning Model in Mathematics during the 20th Century at Home and abroad (20세기의 국.내외에서 이루어졌던 수학에서 협동학습 모형에 관한 고찰)

  • Seo, Jong-Jin
    • Journal for History of Mathematics
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    • v.20 no.4
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    • pp.123-152
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    • 2007
  • This study researched on Cooperative learning. The contents of this study as follows; Especially, first, this studies researched theoretical background for cooperative learning, factor for effects of cooperative learning, features and effects on a model of cooperative learning. second, this studies researched the need of cooperative learning on mathematics, several conditions to succeed cooperative learning on mathematics, the models mainly using cooperative learning on mathematics, and this model was investigated an effects of mathematics learning.

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The Effects of Jigsaw II Cooperative Learning upon the Academic Achievement and the Self-directed Learning Ability Applied to Earth Science (지구과학 I 의 Jigsaw II 협동학습이 학업성취도 및 자기 주도적 학습능력에 미치는 효과)

  • Kim, Sang-Dal;Kim, Soon-Shik;Kim, Eun-Jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.1 no.1
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    • pp.28-40
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    • 2008
  • This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

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A Study on the Comprehensive Approach to Health Education: Cooperative Learning (협동학습(Cooperative Learning)을 적용한 보건교육 수업에 관한 연구)

  • 김은주
    • Korean Journal of Health Education and Promotion
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    • v.21 no.3
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    • pp.151-177
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    • 2004
  • Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

A STUDY ON THE PREREQUISITE LEARNING THROUGH COOPERATIVE LEARNING

  • Oh, Hyeyoung
    • Korean Journal of Mathematics
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    • v.20 no.4
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    • pp.463-475
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    • 2012
  • Cooperation is an essential element in mathematics education with independence. We observe cooperative learning and apply it to the education spot. We conducted cooperative learning experiment with students who were not ready for the prerequisite learning of college mathematics. We try to make up the prerequisite learning through collaborative learning to them. We discuss how cooperative learning affects the students who were not ready for the prerequisite learning of college mathematics.

The Effects of the Self-directed Learning Ability and Task Commitment through the Jigsaw Cooperative Learning (Jigsaw 협동학습을 적용한 수업이 자기주도적 학습능력 및 과제집착력에 미치는 효과)

  • Lee, Yong-Seob;Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.8 no.1
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    • pp.87-97
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    • 2015
  • This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

A Historical Study of Cooperative Learning for Mathematics (수학 협동학습의 역사적 고찰)

  • Lee Joong Kwoen
    • Journal for History of Mathematics
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    • v.18 no.2
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    • pp.55-74
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    • 2005
  • This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).

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The effect of academic achievement and cooperative learning attitudes via differentiated cooperative learning in a class (학급 내 수준별 협동학습이 수학 학업성취도 및 협동학습 태도에 미치는 영향)

  • An, Jong Su
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.465-492
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    • 2014
  • In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

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A Study on the Effect of Pair Check Cooperative Learning in Operating System Class

  • Shin, Woochang
    • International Journal of Internet, Broadcasting and Communication
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    • v.12 no.1
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    • pp.104-110
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    • 2020
  • In the 4th Industrial Revolution, the competitiveness of the software industry is important, and as a solution to fundamentally secure the competitiveness of the software industry, education classes should be provided to educate high quality software personnel in educational institutions. Despite this social situation, software-related classes in universities are largely composed of competitive or individual learning structures. Cooperative learning is a learning model that can complement the problems of competitive and individual learning. Cooperative learning is more effective in improving academic achievement than individual or competitive learning. In addition, most learners have the advantage of having a more desirable self-image by having a successful experience. In this paper, we apply a pair check model, which is a type of cooperative learning, in operating system classes. In addition, the class procedure and instruction plan are designed to apply the pair check model. We analyze the test results to analyze the performance of the cooperative learning model.

Effects of cooperative learning on learning attitude and self-directed learning capability of learners (협동학습이 학습자의 학습태도 및 자기주도학습력에 미치는 효과)

  • Park, In-Suk;Jeong, Eun-Ju
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.2
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    • pp.303-310
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    • 2015
  • Objectives: The purpose of this study was to examine the influence of cooperative learning on the learning attitude and self-directed learning capability of learners. Methods: The subjects were 50 sophomores enrolled in cooperative learning for 12-week period from March to June, 2014. A self-reported questionnaire was completed by the subjects. The instruments were 16 questions of learning attitude, 32 questions of self-directed learning, academic achievement, and 12 questions of satisfaction with instruction by Likert 5 scale. Cronbach's alpha was 0.84 in the previous study and 0.78 in this study. Self-directed learning was modified by Yoo and Cheong. Cronbach's alpha of self-directed learning was 0.86 in this study. Academic achievement was assessed by before and after the cooperative learning class. Cronbach's alpha was 0.95 in this study. Their learning attitude and self-directed learning capability were evaluated before and after the cooperative learning, and their satisfaction with the instruction and academic achievement were assessed by the written examination. Results: The score of learning attitude increased from 2.89 in the pretest to 3.38 in the posttest. The self-directed learning of the students increased from 2.98 in the pretest to 3.48 in the posttest. The academic achievement of students also increased from 82.0 in the pretest to 85.2 in the posttest. The satisfaction with instruction was 4.24 of Likert 5 scale. There were significant differences in satisfaction with instruction, cooperative learning and academic achievement. Conclusions: It is important to develop the cooperative learning program linked to self-directed learning for the dental hygiene students continuously. This study will provide the basic data and information for the development of new teaching methods for the dental hygiene.