• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.141-148
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• 2006

The purpose of this study is to examine the efforts of cooperative loaming through a student team-achievement division(STAD) model on elementary school students' learning achievements and science ,elated attitudes toward the field of astronomy. This study was conducted using 72 students of the fifth-grade class in a elementary school in Busan. The 18 science lessons of the 'Family of the sun' were executed over 6 weeks in the fifth-year students classes. In this study, the experimental group were exposed to cooperative learning through STAD and the contrast group were exposed to a traditional teacher-centered class. The results show that the STAD class of the experimental group had a greater effect upon the elementary school students' science learning achievement and science related attitudes toward the field of astronomy than those of the comparison group. Additionally, the students recognized that cooperative learning provokes both interest in loaming and in their studies generally and also they expressed a desire to continue with cooperative teaming methods.

• Journal of Digital Convergence
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• v.9 no.6
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• pp.399-410
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• 2011

The purpose of this study was to develop cooperative learning model by utilizing mind practice to build mutual understandings and reliability among team members at the early stage of cooperative learning model That is to say, mind practice was applied to make the team members understanding one another and building the member's mutual confidences. The study was performed by dividing into two stages. First, the draft of mind practice based on cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to actual classrooms. And the draft was modified and developed to the final model on the basis of the draft model's strength and improvement founded during the procedure of the actual application. This draft model was implemented to 46 students who were the sophomore of department of education and enrolled the profession class of "Education methodology and Education engineering" at J college in J city for 5 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying mind practice to the beginning stage of cooperative learning. Adding of "Re-building team" step in the original steps was suggested. The final model was modified and issued based on the research result. In summary, it was concluded that cooperative learning model based on mind practice could not only provide the harmonious interactions among team members at the step of "building the team members" but also have a positive effect on refreshing learning atmosphere of the team.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.168-176
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• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.491-498
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• 2014

Programming learning tend to improve the high thinking ability by experiencing problem solving process through programming recently, There are the previous studies that small group cooperative learning has the effect of the learning that is based logical thinking and creativity, while programming learning has relied on individual learner's thinking and principles traditionally. In this paper, it was verified the effect on improving the problem solving ability to perform by the small cooperative learning group in a problem solving process of programming learning. For this, it was developed and applied a model that include small cooperative learning group based on the problem solving 5 steps. The results of this study showed that the small cooperative learning group has positive effect of the problem solving ability in programming learning and has no relationship with cognitive style.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.137-151
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• 1998

The purpose of this study is (1)to develop the teaching plan based on Cooperative Learning approach and (2)to investigate the effect of students'Interest on Subject matter and Teaching method and Attitudes to others of the area of Foreign food in Home Economics class. Among those various types of Cooperative Learning's models, this study adopted 'Learning Together'developed by Johnsons. To investigate these purpose, subject matter were analyzed and reconstructed for Cooperative Learning. The tests were developed to evaluate the interest on the Subject matter and teaching methods, and the attitude to others of the students. 108 femail high school students were divided into two groups with 54 students-traditional learning condition, Cooperative Learning condition-and had a 5 session. The subject of the class was Foreign food including Western, Chinese, and Japanes food. Before and after the class, students were tested. The statistical methods used for the study methods used for the study were t-test. The research findings are as follows : When the students in the Cooperative Learning classes were compared before and after the test, (1)Interest on Subject matter were improved considerably(p〈.001) (2)Interest on Teaching methods were improved considerably(p〈.05) (3)Attitude to Others were improved considerably(p〈.001) Therefore when the teaching-learning model based on Cooperative Liarning was used in Home Economics class, their interest on the subject and teaching methods and attitude to others were improved.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.640-648
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• 2002

The purposes of this study is to examine the effects of cooperative teaming through student team-achievement division (STAD) model on high school students’ leaming achievements and scientific attitudes in the field of astronomy. It is another aim to compare effects of cooperative learning based on improvement scores with traditional teaching method done only by teachers in astronomy field. This study was conducted on two tenth grade classes in a boy’s high school in Incheon. Students had four classes a week in cooperative learning way for four weeks. During cooperative learning classes, formative evaluation was given to students every week oil Stars and Exploring the Solar System. The results show that these two approaches have great different effects on students’ astronomical knowledge and that students adopt more positive scientific attitude toward cooperative learning classes than traditional ones. In conclusion, the cooperative learning is more effective and positive than traditional one in learning astronomical knowledge and in students scientific attitude for science classes.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.746-754
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• 2021

This study intended to identify the relationship between cooperative learning competency and personality, and to evaluate how creativity mediate this relationship. Participants were 123 university students in Busan, the collected data was analyzed using Model 6 of SPSS PROCESS Macro. The results indicated as follows. First, cooperative learning competency, creative ability, creative disposition, and personality all showed a significant positive correlation. Second, it was found that cooperative learning competency had a significant effect on personality. Third, the mediating effect of creative ability wasn't found to be significant in the relationship between cooperative learning competency and personality. Fourth, the mediating effect of creative disposition was found to be significant in the relationship between cooperative learning competency and personality. Fifth, in the relationship between cooperative learning competency and personality, the sequential mediating effect of creative ability and creative disposition was confirmed.

• 대한공업교육학회지
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• v.31 no.1
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• pp.23-45
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• 2006

The purpose of this study is to develop a instructive strategy model of cooperative learning for practical class in technical high school. To achieve this purpose, this study has conducted related literature investigation and interviewed with professionals for reconstruction of practice contents. As a result, 15 steps instructional strategy model of cooperative learning was designed and this model based on traditional 4 steps model, Jigsaw and STAD model which have been verified as effect. To complete the final project, all the team members must cooperate themselves and tutor their peers with learning guides which are constructed as a modular system. This instructional strategy model which is correlated with modular instruction, peer tutoring and cooperative learning is expected to enhance students' school work of psychomotor domain as well as cognitive domain and affective domain.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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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.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?