• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.198-207
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• 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 Korean Elementary Science Education
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• v.43 no.1
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• pp.1-17
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• 2024

This study sought to investigate the effects of cooperative learning emphasizing interactions on science-gifted elementary students' scientific creativity. Thirty-four science-gifted elementary students were divided into an experimental class and a comparison class to compare their creativity scores quantitatively. The experimental class participated in cooperative learning emphasizing interactions, and the comparison class participated in whole class interactions. For qualitative analysis, the small group discussions were audiotaped and transcribed. The results of the study are as follows. First, cooperative learning emphasizing interactions had a positive educational effect on usefulness, which is one of the essential elements of scientific creativity. Second, as the cooperative learning progressed, the interaction between the small group members improved qualitatively. Third, the factors hindering the effectiveness of cooperative learning included negative task-unrelated statements from some of the small group members and the following operational statements to correct them. Based on these results, this study proposed some suggestions for effective cooperative learning emphasizing interactions.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.34-42
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• 2012

Problem solving by homework assignment is a process of practicing what were discussed in classrooms and thus is considered as an essential part of learning procedure in engineering education. We introduced the concept of cooperative learning, Student Teams-Achievement Division(STAD), to improve the students' learning efficiency by in-class problem solving. The instructor explained fundamental concepts, and lecture materials were handed out to compensate for the time of in-class team activity. Brief tests were given after every chapter, and team-based additional credits were given for the improvement comparing the average of previous tests of each student. This attempt of modified STAD was evaluated to have brought about a significant improvement in students' academic achievement, in addition to activating classroom atmosphere.

• Journal of the Korean Society for Library and Information Science
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• v.29
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• pp.257-279
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• 1995

Cooperative program planning and teaching is a strategy for developing and implementing resource based learning. This approach combines the classroom teacher's subject expertise and knowledge of the students with the teacher­librarian's specialized knowledge of the availability and use of learning materials. And the purpose of cooperative program planning is to develop learning experiences or units of study that effectively integrate the student's resource center activities with other learning experiences. There are also some conditions that are conducive to effective planning sessions. First, the teacher-librarian must be prepared to initiate planning with teachers, rather than waiting for teachers to come to them. Second, the teacher-librarian must be prepared to present suggestions in such a way that the teacher can respond. The purpose of this study is (1) to investigate the planning process of cooperative program planning and teaching in the previous studies and (2) to find general problems when the cooperative program planning and teaching apply in actual situation. For these purposes, I chose a school library and a teacher-librarian in Seoul to observe how this cooperative program planning and teaching carry out in the school library. Main findings are summarized as follows: (1) A teacher who teaches alone for one grade is more proper to carry out the cooperative program planning and teaching. Young teachers are usually more active to change their teaching methods. (2) The cooperative program planning and teaching is a program what needs a lot of materials. When there is no right reference book in a school library, it would be good to access DB through PC telecommunication. It is also possile to contact lirarians who work in large public libraries or university libraries. (3) The cooerative program planning and teaching needs cooperative working between a teacher-librarian and a teacher. Thus a teacher-librarian should be in his school in the day time like the other teachers for the program's planning process. ( 4) There has to be a guide to change into resource based learning in teaching method. Thus the Korean Library Association or Korean Library and Information Science Society should offer a seminar or a workshop about cooperative program planning and teaching for the teacher-librarians. (5) It needs a system that a teacher-librarian can know about student's assignments so that he can prepare reference books for them. (6) The school library can be able to offer excellent service like cooperative program planning and teaching to the teachers and students according to a teacher-librarian's enthusiasm.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.5
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• pp.1043-1050
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• 2018

In this paper, we propose a reinforce learning based on cooperative sensing scheme to select optimal secondary users(SUs) to enhance the detection performance of spectrum sensing in Cognitive radio(CR) networks. The SU with high accuracy is identified based on the similarity between the global sensing result obtained through cooperative sensing and the local sensing result of the SU. A fusion center(FC) uses similarity of SUs as reward value for Q-learning to determine SUs which participate in cooperative sensing with accurate sensing results. The experimental results show that the proposed method improves the detection performance compared to conventional cooperative sensing schemes.

• Journal of the Korean Chemical Society
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• v.49 no.4
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• pp.417-425
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• 2005

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

• Journal of the Korean Home Economics Association
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• v.36 no.5
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• pp.59-74
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• 1998

Home economics lesson plan model was developed based on cooperative learning stategy focusing on human development and family relations area. The cooperative learning is an instructional strategy that meets the challenge of helping students master home economics content objectives by acquiring and practicing the social skills that are essential in life for satisfactory relationships with peers, families, coworkers, and others in society. Through cooperative learning, students can satisfy their needs for friendship, power, belongs, and fun. Practical problems were selected in human development and family relations area for middle school students assuming that home economics is critical science. Lesson plans were developed according to the practical problems, "what should we do regarding the effective communication between family members\ulcorner".ner".uot;.

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