• Research in Mathematical Education
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• v.14 no.1
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• pp.11-18
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• 2010

The basic idea of cooperative learning focuses on team reward, equal opportunities for success, cooperation within team and competition among teams, and emphasizes share of sense of achievement through joint efforts so as to realize specific learning objectives. The main strategies of engineering mathematics teaching based on cooperative learning are to establish favorable team and design reasonable team activity plan. During the period of team establishment, attention shall be given to team structure including such elements as team status, role, norm and authority. Team activity plan includes team activity series and team activity task. Team activity task shall be designed to be a chain of questions following a certain principle.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.131-146
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• 2001

The purpose of this study were to develop cooperative learning lesson plan for middle school home economics class and to identify the effect of cooperative learning on students\` self-esteem. The content of lesson was chosen from the food and nutrition section of home economics textbooks for middle school. The main structure of the lesson plan stems from $\boxDr$Lesson Plan Guide of Structuring Cooperative Learning Lesson Plan for Teachers$\boxUl$ by D. Johnson. R Johnson and E. Holubec. Various kinds of references including media reading materials cooperative group activity reports and cooperative group activity checking lists were newly developed according to the content of lesson. Eight hour lesson plans were developed and applied to 2nd grade middle school students and pre-test and post-test were taken to test the effect of Johnson\`s cooperative learning method on students\` self-esteem. Students at a Middle School located in Seoul were divided into two grouts, the three classes as experimental group and the other three classes as control group. The data were analyzed by ANCOVA using SPSS/WIN program. As a result, the hypothesis that the degree of self-esteem of the experimental group is higher than that of control group was adopted (P.(001). Among the sub-factors of self -esteem. the global self-esteem and the social-peer self-esteem scores of the experimental group were higher than that of the control group(p.(001 each). but the school-academic self-esteem score was not different (p> .05) According to the post-experiment free-style report. student as a dynamic subject could get initiatives and interests in home economics class more effectively by cooperative learning. Therefore, it could be said that cooperative learning has positive effect on the promotion of students\` self-esteem and is considered to be a good teaching method of home economics subject.

• Journal of Agricultural Extension & Community Development
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• v.2 no.1
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• pp.81-86
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• 1995

The objectives of this study is to explore the cooperative directions of extension services between Rural Development Administration and National Agricultural Cooperative Federation. Both organizations should share their extension roles and functions in order to increase the effectiveness and adaptability of their services, and activity. It is desirable that the R.D.A. takes responsibility for technological of the services and the N.A.C.F. takes responsibility for management aspects.

• Food Science of Animal Resources
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• v.36 no.1
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• pp.90-99
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• 2016

This study evaluated the effects of two Korean traditional plant extracts (Diospyros kaki THUNB. leaf; DK, and Nelumbo nucifera leaf; NN) on the fermentation, functional and sensory properties of herbal yogurts. Compared to control fermentation, all plant extracts increased acidification rate and reduced the time to complete fermentation (pH 4.5). Supplementation of plant extracts and storage time were found to influence the characteristics of the yogurts, contributing to increased viability of starter culture and phenolic compounds. In particular, the increase in the counts of Streptococcus thermophilus and Lactobacillus delbrueckii subsp. bulgaricus was highest (2.95 and 1.14 Log CFU/mL respectively) in DK yogurt. Furthermore, supplementation of the plant extracts significantly influenced to increase the antioxidant activity and water holding capacity and to produce volatile compounds. The higher antioxidant activity and water holding capacity were observed in NN yogurt than DK yogurt. Moreover, all of the sensory characteristics were altered by the addition of plant extracts. Addition of plant extracts increased the scores related to flavor, taste, and texture from plain yogurt without a plant extract, as a result of volatile compounds analysis. Thus, the overall preference was increased by plant extracts. Consequently, supplementation of DK and NN extracts in yogurt enhanced the antioxidant activity and physical property, moreover increased the acceptability of yogurt. These findings demonstrate the possibility of using plant extracts as a functional ingredient in the manufacture of herbal yogurt.

• The Mathematical Education
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• v.43 no.1
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• pp.51-74
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• 2004

During cooperative learning in small group, we investigate what characteristics children in elementary school show at several fields of mathematics and through communicating activity etc., what influence the cooperative learning does on children's attitude, thinking, problem solving, recognition. To know them, we observe the process of children's communication and evaluate children's attitude, thinking, problem solving, recognition with checklist at each lesson. Through this research, we conclude that the figure part is the most effective when we teach with cooperative learning type, and the cooperative learning evoke the vivid communication, and make progress in affirmative attitude, thinking etc. Also, in this thesis we suggest the points which teacher should consider when he/she use cooperative learning in small-group.

• Korean Journal of Organic Agriculture
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• v.23 no.3
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• pp.423-453
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• 2015

This study started with two questions. The first question is 'Why does organic agriculture want to be linked with cooperative?' The second is 'What is the characteristics of the mutual relationship between organic agriculture and cooperative?', especially in Wonju. Up to now, there have been various kinds of discussion about cooperation between organic agricultural campaign and cooperative in Wonju. But there are few concrete data showing what role cooperative plays in the cyclical process of production-distribution-consumption of organic agriculture. Thus, we conducted a survey applying the Delphi technique to the 35 organic agricultural specialists active in Wonju. First, small-scale family farm producers established a social economic cooperative network in around 2003 to perform 'the activities of innovators' through forming an organization. Producers moved from the stage in which they were supported one-sidedly by consumers to the stage where they could 'lead' cooperation. Each farm organization built a vertical integration, and horizontal cooperative systems with other farm organizations. But, practical cooperative activities have remained in the doldrums. They tend to show trends deviating from the principles of organic agriculture and cooperative. Second, the relationship between producers and consumers in Wonju can be described as 'producer-consumer cooperative type'. In Wonju, the producers' organization is not a sub-contractor which simply deliver organic agricultural products to producers' cooperative, but is an equal subject which creates its own value chain. The cooperative (cooperative organization) leads distribution and consumption of organic agricultural products and mutual communication. But, the closeness between producers and consumers has got loosened. And, it is problematic that the proportion of local food consumption in Wonju is very low. There is a very strong tendency to ride the central distribution system of producers' cooperative coalition. Consequently, it is necessary for producers' cooperatives in Wonju to run a local food distribution system based on the 'cooperative system among cooperatives'.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.35 no.3
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• pp.16-23
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• 2012

Large corporations and small and medium-sized enterprises businesses have tried finding cooperative partner models through win-win activity. In this study, certain factors were researched, which affect on the achievements by win-win activity of large corporative and SMEs from a standpoint of development by SMEs, the establishment of confidence, technical innovation and competence of value chain competence in order to enforce supplying value under the win-win activity. The result of this research presents that the achievement of win-win activity by large corporations and SMEs is related positively to developmental capability, cooperative culture, developmental innovation, innovation of process, outer technological innovation and value chain.