• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.174-182
• /
• 2000

In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

• Korean Journal of Childcare and Education
• /
• v.9 no.1
• /
• pp.201-220
• /
• 2013

This study focused on science activities that need collaborative inquiry process and evaluate the effects of small group's science cooperative learning according to personality types on young children's science activities. The subjects are 30 five-year-old kindergarteners. They have been divided equally into three groups, extroversion(E), interversion(I), and heterogeneous group of EI mixed group depending on EI indicators through K-ABC cognitive ability tests and MMTIC personality types targeting. Both of groups have 10 members each. For data analysis, scientific attitude was analyzed with ANCOVA, scientific knowledge development was done with frequency analysis. As a result, first there was a difference in scientific knowledge development between the homogeneous group and heterogeneity group in small group's cooperative learning. Through the results of a Scheffe post-hoc test, there was a significant difference between E and I homogeneous groups but there was no difference between I homogeneous group and the heterogeneity group, and between E homogeneous group and the heterogeneity group, I homogeneous group had the most effective group composition in scientific attitude improvement.

• Proceedings of The KACE
• /
• 2017.08a
• /
• pp.185-188
• /
• 2017

본 논문에서는 과학영재교육원 초등심화 수학 정보 과정의 30명을 대상으로 프로그래밍 학습을 수행한 후 사회성의 변화를 분석하였다. 수업에서는 교육용 프로그래밍 언어인 스크래치의 리믹스 기능을 활용하였으며, 협동학습이 가능하도록 동료 학습자의 프로젝트를 수정 보완하도록 하고 최종적으로 팀 단위의 결과물을 도출하였다. 연구결과에 따르면, 스크래치의 리믹스 기능을 활용한 프로그래밍 학습이 사회성 향상에 통계적으로 유의미하며, 사회성 구성 요소인 사교성, 자주성, 협동심에서 긍정적인 효과가 있는 것으로 나타났다.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.3
• /
• pp.198-207
• /
• 2019

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.843-850
• /
• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• Journal of the Korean Chemical Society
• /
• v.51 no.3
• /
• pp.270-278
• /
• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of Digital Convergence
• /
• v.20 no.4
• /
• pp.443-447
• /
• 2022

The purpose of this study attempted to investigate academic achievement and cooperative ability as problem-based learning to strengthen communication in Spanish courses. 70 learners taking Spanish at A University from September to December, 2021 were divided into an experimental and a control class to examine their academic achievement and cooperate ability. Academic achievement was not statistically significant, but the sub-area of communication was significant as 0.031 (*p<.05) and the cooperative ability of the experimental group, the average was increased, but it was not statistically significant. Based on this study, continuous follow-up research to develop teaching methods and teaching and learning models suitable for strengthening Spanish communication through various learner-centered convergence teaching methods will contribute to fostering talent desired by the 21st century.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.23-32
• /
• 2010

The purpose of this study was to analyze the trend of domestic studies related to science teaching-learning methods. We reviewed articles published according to year, method, subjects and topic. The methods reported commonly in science education books were extracted. Experiment, cooperative learning, and discussion were methods which had been researched widely. Experimental study of them was utilized most. And next content analysis, survey, and case study were utilized much. The most object of experimental study was middle school students. These reviewed papers showed effects which were related to science achievement, attitude, inquiry ability and self-efficacy. As a result of this study we should research to apply and develop science teaching-learning methods variously. We ought to enlarge research direction to analyze context which applies science teaching-learning methods to educational field by qualitative study. We should try to study effects of teaching-learning methods longitudinally and latitudinally.

• Journal of The Korean Association For Science Education
• /
• v.19 no.3
• /
• pp.367-376
• /
• 1999

When 37 7th-graders learned science in cooperative learning environments, their small-group processes were audio/video taped. The verbal behaviors that appeared in cooperative learning processes were categorized, and the relationships between verbal behaviors and academic achievement were investigated. Students' verbal behaviors were classified into learning behaviors and management behaviors. Learning behaviors were further coded into giving help. reading problem, and asking help. Giving help was the most frequent behavior among the categories. In studying zero-order correlation between verbal behaviors and academic achievement, giving help and reading problem were found to have positive relationships with academic achievement. Giving specific content, which is a subcategory of giving help. showed the closest correlation with academic achievement. In studying partial correlation between verbal behaviors and the improvement of academic achievement, only application subtest score. which demands higher-order thinking, was positively related with some verbal behaviors including giving specific content.

• Bulletin of the Korean Space Science Society
• /
• 2004.04a
• /
• pp.31-31
• /
• 2004

2002년 2학기부터 천문학 전공자들과 커뮤니케이션 및 교육학 전공자 사이의 학제 간 협력을 통해서 교양 천문학 수업 향상을 위한 연구를 해오고 있다. 특히 과학을 전공하지 않는 대학생을 위한 천문학교육 컨텐츠 개발과 교수 방법에서의 커뮤니케이션의 역할에 초점을 맞춰서 연구를 진행해왔다. 2002년 2학기부터 2003년 2학기까지 연세대학교 교양 과목인 ‘우주의 이해’ 수강학생들을 대상으로 실시한 소집단 협동학습의 결과를 학생 상호간 커뮤니케이션 능력과 학업 성취도를 중심으로 논의한다. (중략)