This study investigated the influences of the cooperative learning strategies upon students` achievement and their perceptions of learning environments in a middle school physical science course. Prior to instruction, the Group Assessment of Logical Thinking was administered, and its score was used as a blocking variable. Mid-term examination score was used as a covariate. For the treatment group with heterogeneous grouping, cooperative learning instruction (the Learning Together model) was used, which emphasized group reward, individual accountability, and role division. For the control group, traditional instruction was used. After instruction, an achievement test consisting of three subtests (knowledge, understanding, and application), and the perception questionnaire of classroom and laboratory environments, were administered. ANCOVA results revealed that there was a significant interaction between instruction and the level of logical reasoning ability although there were no significant differences in all three subtest scores of the achievement test. For the concrete operational reasoners, the treatment group performed better in the subtests of understanding and application than the control group. For students at the formal and transition levels, however, the treatment group scored lower than the control group. Significant interactions were also found in the perceptions of classroom environment and laboratory environment. For the concrete operational reasoners, the treatment group showed more positive perception than the control group. For the students at the formal and transition levels, the control group had positive perception than the treatment group. Educational implications are discussed.
구성주의수업(구성주의학습이론)이론적배경,특성,관점, 구성주의수업(구성주의학습이론)교수원리,모델, 구성주의수업(구성주의학습이론)기대효과,제언
[영유아교수학습모델] 협동학습모델에 대한 특징을 서술하고, 협동학습모델을 적용한 수업상황을 구체적으로 제시하시오.
[협동학습]협동학습의 정의,필요성, 협동학습의 구조,원리, 협동학습의 준비,전개, 협동학습 적용 토론수업,기대효과 분석
[영유아교수학습모델] 직접적 교수모델의 특징 및 수업 적용방안을 제시하시오.
개별화수업(개별화학습,개별화교육)의미,특성, 개별화수업(개별화학습,개별화교육)이론적기초,개인차고려, 개별화수업 교수학습자료,대학적용,전략
협동학습의 특징, 협동학습의 모형, 협동학습의 적용, 협동학습의 편성, 협동학습과 수준별수업, 협동학습의 기대효과, 협동학습 관련 시사점
개별화수업(교육지도, 개별화학습) 등장배경과 필요성, 개별화수업(교육지도, 개별화학습) 교수학습모델과 계획절차, 개별화수업(교육지도, 개별화학습) 사례, 개별화수업(교육지도, 개별화학습) 적용방안과 시사점
[에너지절약교육][에너지교육]에너지절약교육(에너지교육)의 중요성,환경조성,수업전개, 에너지절약교육(에너지교육)의 효과,교수학습전략,제고방안
효과적인 교수학습을 위해 적용할 수 있는 상황학습이론, 앵커드 수업모형, 문제중심학습
[교사, 교원] 교사(교원)의 참교육 지침, 교사(교원)의 마음가짐, 교사(교원)의 학습강화를 위한 칭찬전략과 발문전략, 교사(교원)의 효과적인 의사소통을 위한 T.E.T훈련, 교사(교원)의 교실수업 개선을 위한 교수법 분석