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.
[교육심리학] 문학수업에서 효과적인 교수방법으로서의 협동학습
[교육학개론]협동학습이 고등학교 수학 학업성취도에 미치는 효과
[초등학교 체육교육] 5학년 태권도 댄스 수업 지도안 -협동학습 수업모형 적용
협동학습의 특징, 협동학습의 모형, 협동학습의 적용, 협동학습의 편성, 협동학습과 수준별수업, 협동학습의 기대효과, 협동학습 관련 시사점
정신지체아(지적장애아)의 상담과 지도 - 지적장애아(정신지체아) 학습지도 및 수업방법과 교수전략, 학교적응행동과 생활지도, 진로 및 직업지도, 정신지체아동(지적장애아동)상담
고등학교 교육실습생 수업연구 화학과 교수 학습 지도안 주변의 물질 공기
[협동학습]협동학습의 정의,필요성, 협동학습의 구조,원리, 협동학습의 준비,전개, 협동학습 적용 토론수업,기대효과 분석
[영유아교수학습모델] 협동학습모델에 대한 특징을 서술하고, 협동학습모델을 적용한 수업상황을 구체적으로 제시하시오.
교수 학습지도 폴리아의 귀납추론을 적용한 수업지도안 고등학교 1학년 방정식
개별화수업(개별화학습,개별화교육)의미,특성, 개별화수업(개별화학습,개별화교육)이론적기초,개인차고려, 개별화수업 교수학습자료,대학적용,전략