• 영재교육연구
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• 제15권1호
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• pp.11-36
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• 2005

과학영재학교의 교육과정 운영과 교과지도 방법에 협력교수가 중요한 개념으로 등장하게 되었다. 본 연구에서는 협력교수의 관점에서 과학영재학교의 교육과정 운영을 살펴보고, 사회과의 교수-학습과정에 적용할 수 있는 협력교수 방안과 실현 가능성을 탐색하였다. 이에 본 연구에서 살펴본 것과 그 결과는 다음과 같다. 첫째, 협력교수의 개념을 정리하고 여러 교육현장에서 이 개념에 근거한 방법적 적용들이 어떠한가를 살펴보았다. 둘째, 협력교수의 관점에서 현재 과학영재학교에서 이루어지고 있는 전 교과의 교수-학습을 살펴보았다. 셋째, 현재의 교육과정과 주어진 여러 물리적.인적 여건을 고려하여 사회과의 협력교수 방안을 탐색하였다. 넷째, 협력교수의 한 방안으로 제시된 '세미나 수업'의 일부분을 시행하였다. 세미나의 대주제는 시사성이 있는 통합적 주제로 '중국의 고구려사 왜곡 문제'였으며, 지리, 역사, 일반사회, 윤리 및 사상을 담당하는 교사와 희망한 학생들이 영역별 소주제를 중심으로 연구와 협력학습이 진행되었다. 다섯째, 세미나 준비와 발표등의 과정에서 교사-교사, 학생-학생, 교사-학생의 상호작용이 활발하게 있었고, 특히 교사들 간의 상호작용은 협력교수로 발전할 수 있는 가능성을 찾게 되었다. 마지막으로, 학생들은 사회과 학습에 적극적으로 참여하려는 공감대를 형성할 수 있었고, 사회현상에 대해 연구하는 방법을 익히고 동시에 사회현상을 다각적인 관점에서 접근할 수 있는 안목을 넓히게 되었다.

• 한국문헌정보학회지
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• 제29권
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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.

• 한국가정과교육학회지
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• 제10권1호
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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.

• 한국보육지원학회지
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• 제17권6호
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• pp.29-52
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• 2021

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• 한국과학교육학회지
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• 제32권9호
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• 한국가정과교육학회지
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• 제13권1호
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• pp.55-72
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• 2001

This study is to develop teaching aids in the area of Clothing and Textiles based on cooperative learning as an alternative to increase the quality of Home Economics class. It is very difficult to control students because of noise coming from activities. when teachers teach students with cooperative learning strategy a classroom with restricted space. Sometimes the activities will disturb other classes in the school. which will harm the real purpose of cooperative learning. However. we have more positive results from cooperative learning method. because students have more chance to improve their personal skills. easily solve a problem together and openly express their opinions. Moreover. we found that they understand the subjects and increase their attention much better because they are tested right after learning. We anticipate that the developed teaching aids will be a great help to improve middle school Home Economics class.

• International Journal of Contents
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• 제5권4호
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• pp.69-74
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• 2009

This paper has done a study of Chinese-Korean cooperative multimedia design education. Sino-Korean school of multimedia was set up by Shanghai University of Engineering Science (SUES) and Korea Dongseo University in October 2002. We have created "3.5+0.5 Teaching Model". In this model, Chinese and Korea professors take courses together. Firstly, paper points our the Chinese government policy background of Chinese-Foreign Cooperation in running schools and the development of Chinese-Korean cooperative multimedia design education in SUES. Secondly, by analyzing the multimedia design industry to understand the Chinese multi-media design education. Thirdly, paper made in-depth studies for "3.5+0.5 Teaching Model" so as to draw the experience of successes and problems. Through analysis of "Questionnaires for students' learning and living conditions in Dongseo University in 2009" by spss 16.0, paper made a research of mode of "A semester studying in Korea". Finally, paper points out the development direction of Chinese-Korean cooperative multimedia design.

• 대한가정학회지
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• 제40권4호
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• pp.153-165
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• 2002

The purpose of this study was to examine the effect of socioeconomic status and the children's sex on mothers'teaching strategies and their children's responses during a cooperative problem-solving task. The subjects were 15 higher SES mothers and their 5-years-old children dyads. The mothers' teaching strategies and their children's responses were videotaped during a cooperative problem solving task and analyze using a scheme developed by Kermani and Brenner. The results of this study were as follows. First, the mothers with higher SES were more likely to promote 'independence' and less likely to 'verbal prompt'direct performance' than the mothers with lower SES. Second, the children from higher SES families were more likely to refuse their mothers' assistance. Third, the mothers of boys were more likely to use the 'direct teaching'and 'modify'strategies and less likely to use 'independence promoting'strategy than the mothers of girls. Finally, girls were more likely than boys to ask questions for assistance or assurance.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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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.