• 한국학교수학회논문집
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• 제1권1호
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• pp.197-205
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• 1998

This study aims to examine how cooperative teaming of small ability level groups influences the enhancement of their scholastic achievement in mathematics. The conclusions are as follows; 1. The students which participate in cooperative learning in small ability level groups demonstrate academic improvement over those that participate in non-cooperative learning groups. 2. In particular, this method is more effective for high-level classes, than for middle or low-level students. 3. The learners' perception, interest and attitude towards mathematics has not changed through their placement in small ability groups involved in cooperative activities.

• 한국수학사학회지
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• 제15권2호
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• pp.125-134
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• 2002

The purpose of this paper is to analyze the the effect on the academic improvement, applying various teaching methods throughout cooperative teaming in small groups to inspire slow-learners'interest on mathematics and impove capability to solve problems and achievement degree of studies. The subject of the study is as follows: 1. What is the difference of students'interest on mathematics between cooperative learning in small groups and large group learning\ulcorner 2. Is there any difference of slow-learners' achievement degree of studies between cooperative learning in small groups and large group learning?

• 한국과학교육학회지
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• 제17권3호
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• pp.251-260
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• 1997

The instructional influences of cooperative learning strategies, which emphasize mutual interdependency of learners, group goal, and individual accountability, upon students' achievement, the attitude toward science instruction and the perception of learning environment were investigated. Before instruction, the prior knowledge test about atoms and molecules, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered, and the grade in the previous mathematics course was obtained. These scores were used as covariates. Mid-term examination score was used as blocking variable. For instruction, three different strategies-traditional individual learning, small group learning, and cooperative learning-were used and teaching materials for the units of mole and stoichiometry were also prepared. After instruction, the researcher-made achievement test, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered. The perception questionnaire of group activities was also administered to the two treatment groups. In the quantitative subtest, the scores of cooperative learning group and small group learning group were significantly higher than those of traditional individual learning group. However, the cooperative learning group's scores in the achievement test and the qualitative subtest were significantly higher than those of small group learning group and traditional individual learning group. The students in the cooperative learning group were found to have the most positive perception of learning environment but to have similar attitudes toward science instruction. No interaction between the treatment and the level of the previous achievement was found in any of the analyses. In the perception questionnaire of group activities, students in both small group learning group and cooperative learning group exhibited positive perception of group activities. However, students in the cooperative learning group tended to think that their activities were related with their group's success. Educational implications are discussed.

• 한국과학교육학회지
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• 제20권4호
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• pp.611-623
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• 2000

과학교육에 있어서 전통적 수업은 다양한 학생들의 육성과 요구를 수용하지 못하여 학생들의 과학에 대한 흥미를 저하시켰다. 평균적인 다수의 학생들을 대상으로 한 수업에서 결국 많은 학생들이 수업에 흥미를 잃게 되고 학생들은 타율적인 대상으로만 머물러 자신의 능력을 발휘할 기회를 얻지 못하고 있다. 이러한 문제를 극복하고 학생들의 활동을 격려하며 구성원들의 합의를 통한 문제해결을 이끌어내기 위한 수업 방식으로서 협동학습이 제안되었다. 본 연구에서는 생물교과에 협동학습을 적용하여 그 효과를 분석하고 소집단 학습과 협동학습의 차이를 알아보았다. 중학교 2학년 "동물의 구조와 기능" 단원에서 협동학습, 소집단 학습, 전통적학습을 실시하여 학생들의 과학 학업 성취도와 과학학습 태도에 대한 효과를 분석하였다. 연구대상은 서울시 소재 남녀공학 중학교 2학년 188명이며 10주간 10차시 수업처치를 하였고 사전-사후 통제집단 설계를 사용하였다. 연구 결과는 SPSS 통계 프로그램을 이용하여 공변량분석으로 분석하였다. 연구 결과 협동학습은 소집단 학습이나 전통적 수업에 비해 학생들의 학업 성취도와 과학학습 태도에서 유의미한 효과가 있는 것으로 나타났다 (p<.05). 그리고 협동학습은 학업 성취도 면에서 성취수준이 상위인 학생들에게 효과가 없었고 중위와 하위의 학생들에게는 유의미한 효과가 있었다 (p<.05). 또한 협동학습은 남학생과 여학생 모두에게 효과적이었다(p<.05). 협동학습은 과학학습 태도의 세 영역인 감정적 영역, 행동 의도적 영역, 인지적 영역에서 모두 유의미한 효과를 보였다(p<.01).

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제22권2호
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• pp.211-227
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• 2008

수학과 협동학습에서 학생들의 의사소통을 포함한 유기적인 상호과정은 매우 중요하며, 소집단의 구성 방법은 학습 결과에 많은 영향을 미친다. 따라서 수학과 협동학습의 효과를 높이기 위해서는 학습자의 다양한 특성에 따라 소집단이 구성되어야 하며 이때에는 인지적 요인뿐만 아니라 정의적 요인도 신중히 고려되어야 한다. 이에 본 연구에서는 정의적 요인 중, 학생이 어떻게 학습하고 무엇을 학습하는지의 개인차를 나타내주는 성격유형을 협동학습을 위한 소집단 구성의 중요한 기준으로 보고 5학년을 대상으로 MMTIC 검사를 통해 성격유형별 동질집단과 이질집단을 구성하여 소집단 협동학습을 실시하였다. 그 결과 성격유형별 동질집단과 이질집단 간 수학적 태도는 차이를 보이지 않았으나 수학 성취도에 있어서는 유의미한 차이를 보였다. 즉 수학과 소집단 협동학습에서 성격유형별 동질집단 구성이 수학 성취도 향상에 효과적임을 알 수 있었다.

• 컴퓨터교육학회논문지
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• 제8권4호
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• pp.15-24
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• 2005

소집단 협력 학습 시 집단 편성 방법은 학습 과정과 학습의 최종 결과에 큰 영향을 미친다. 따라서 소집단은 학습의 성격과 목적, 구성원의 능력, 적성, 흥미 등의 개인차를 고려하여 구성원의 상호작용이 최대화되도록 편성되어야 한다. 그러나 다차원적인 학생 데이터로부터 이러한 조건을 만족하는 소집단을 교사가 수작업으로 편성하기는 쉽지 않다. 본 연구에서는 학생 데이터와 소집단 편성을 위한 여러 조건들을 교사가 제공할 때, 각 조건에 대해 동질 또는 이질적인 특성을 가능한 맞춰서 소집단들을 편성해주는 학생 그룹핑 시스템을 설계하고 개발하였다. 이 시스템은 마이크로 소프트사의 엑셀과 연동되어 동작하며 편리한 사용자 인터페이스를 제공하므로 일선 교사들이 친숙하게 사용할 수 있으며, 교육 분야뿐 아니라 다양한 분야에서 활용될 수 있다.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.326-340
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• 2010

TGT (teams-games-tournaments) cooperative learning is suggested as a method which enables both the individualized teaching-learning and the small group learning in students-centered open education. This study investigated the instructional effects of the pre-learning program applied by ICT-based TGT cooperative module for science museum excursion regarding of the earth and the moon on the science related attitude according to gender difference in elementary school science class. Three classes of third graders (N=87) at a elementary school were randomly assigned to the ICT-based TGT cooperative learning group, the ICT learning group, and traditional learning group. The students were taught about the planning of exploring the moon in the chapter of the earth and the moon, for 1 class hour. Prior to the instructions, the TOSRA(test of science related attitude) and achievement test were administered. Two-way ANCOVA results revealed that the scores of the ICT-based TGT cooperative learning group were significantly higher than the other learning groups for most of the TOSRA scales. However, there was a little significant difference among the three groups in the three distinct scales of TOSRA, Normality of Scientists, Leisure Interest in Science, and Career Interest in Science. Advantage/disadvantage and usefulness of ICT-based TGT cooperative learning were also discussed.

• 한국간호교육학회지
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• 제16권2호
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• pp.202-212
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• 2010

Purpose: The purpose of this study was to identify the effectiveness of the JigsawⅣ cooperative learning in a facilitative communication class of nursing students. Achievement, communication skill, self-directed learning and experience during the class were measured. Method: This study was a pretest and posttest design with two subject groups. 43 students were in experimental (JigsawⅣ) group and 47 ones were in control (general small discussion) group. Classes were conducted over a 6-week period. The collected data was analyzed by the SPSS 12.0 program. Result: After taking part in the educational program, the experimental group had significantly more improvement in communication skill (F=6.81, p=.002) and self-directed learning (F=11.81, p=.000). In addition, the experimental group showed significantly higher scores for concentration in the class (t=2.26, p=.27), positive emotional state (t=3.01, p=.003) and active participation (t=2.78, p=.007) compared to the control group. However, the achievement between the two groups was not significantly different (F=3.29, p=.073). Conclusion: The findings of this study show that JigsawⅣ cooperative learning has positive effects in improvement of communication skill and self-directed learning. Also, students were excited and interested in the class during cooperative learning. Based on these findings, the author suggests developing additional educational programs focusing on nursing students.

• 정보교육학회논문지
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• 제6권2호
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• pp.154-162
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• 2002

소인수학급에서는 교육과정의 획일적인 운영으로 인하여 아동들은 점점 학습에 흥미를 잃어가고, 학습활동에도 소극적인 태도로 임하는 문제점이 있다. 협동수업에 관한 WBI 모형들이 많이 연구되고 설계되었지만, 소인수학급의 특성에 맞는 WBI 협동수업 모델에 대한 연구는 미흡한 실정이다. 본 연구에서는 소인수 학급간의 연계를 통해 교사가 수업에 참여하며, 장기적으로 학생들의 학습태도에 변화를 줄 수 있는 WWW를 기반으로 한 협동수업 모델인 WIEZ를 설계하여 구현하였다. 현재 WIEZ는 경남지역의 3개 학교를 대상으로 교사들이 이 시스템 내에서 수업을 설계하고 학생들이 모둠을 나누어 참여하는 형식으로 시험 운영 중에 있다.