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

• Communications of Mathematical Education
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• v.11
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• pp.201-233
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• 2001

보통 문장제(일량, 거리, 속도 문제, 시계 문제, 농도 문제, 개수 세기, 측도 영역)는 초등학교부터 반복하며 나오며 대학 수학 능력 시험에서는 외적 문제 해결능력으로 측정되기도 한다. 문장제를 해결하는데는 사고가 여러 단계로 이루어져야 한다. 따라서 일반적으로 문장제는 난해하므로, 조직적이고 전문적인 학습지도가 이루어져야 한다. 하지만 입시위주의 교육 등 여러 여건상 잘 이루어지지 않고 있는 것이 현실이다. 본 연구에서는 문장제의 문제 해결에 필요한 해결요소를 발견하고 저해 요인을 없앨 수 있는 지도 방안으로서 소집단 토의학습에 문제해결 전략을 이용하여, 효율적인 문장제 지도 방안을 연구하고 상이한 문제에 접근하는 방법, 문제를 이용하는 방법 등을 토의학습을 통하여 다양한 풀이방법을 해결하면서 이를 통하여 사고력을 신장할 수 있도록 연구한다.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.181-190
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• 2023

In this study, we compared discourse by environments for using tools in terms of participation types, discourse types, and knowledge building processes. 24 first-year high school students were divided into six groups. They were assigned to the sharing tools environment, which used one marker and one smart device, or the individual tools environment, which used markers and smart devices individually. Students participated in small group learning using AR application based on the concept of chemical bonding. All classes were video- and audio-taped. Semi-structured interviews were conducted with six students who voluntarily agreed. The results of the study revealed that the sharing tools environment had a high proportion of one-student dominating type, while the individual tools environment had a high proportion of partly participating type and most students participating type. In the individual tools environment, the ratio of knowledge sharing and knowledge construction discourse was similar compared to the tool sharing environment, and the sub-discourse types were also diverse. In the sharing tools environment, only some students had a meaningful knowledge building process. On the other hand, in the individual tools environment, most of the group members constructed knowledge about the target concept, and had a meaningful knowledge building process. In addition, the misconceptions that appeared to some group members were corrected through small group discussions.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.577-586
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• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.508-516
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• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.996-1007
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• 2004

In this study, we investigated the effects of small group discussion using episodes from the history of science on students' understanding about the nature of science (NOS), achievement, enjoyment of science lessons, and science learning motivation. Participants were 138 ninth graders from a middle school in Seoul and they were assigned to a control group and a treatment group. Students in the treatment group were provided with two contrasting perspectives concerning the NOS and were encouraged to discuss them in small groups. The intervention lasted for 5 class periods. The results revealed that students of both the control group and the treatment group were found to possess similar views about NOS in a NOS pretest, whereas students of the treatment group exhibited more sophisticated understanding in a NOS posttest. The scores of the treatment group were also significantly higher than those of the control group in an enjoyment of science lessons test and a learning motivation test. However, there was no significant difference between two groups in the achievement test scores.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• Communications of Mathematical Education
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• v.14
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• pp.229-250
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• 2001

협동 학습은 학습자간의 긍정적 상호 작용을 촉진하여 학습의 극대화를 도모하고자 하는 수업 방법으로, 수학 과목에서 협동 학습은 수학에 대한 성취도, 태도, 문제 해결력 등 인지적, 정의적 영역에서 긍정적인 효과를 나타내고 있다. 이에 본고에서는 수학 과목에서 협동학습에 대한 국${\cdot}$내외의 연구 동향을 살펴보고, 중학교 학생들의 학습양식과 수학성취도와의 관계를 조사하여 학습양식에 따라 소집단을 구성한 수학에서의 협동 학습을 모색하고자 한다.