• 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).

• 한국수학사학회지
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• 제20권4호
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• pp.123-152
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• 2007

본 연구는 협동학습의 역사적 발달 과정에 대하여 간략하게 알아보고, 협동학습의 효과성과 관련된 이론적 배경, 협동학습에 영향을 미치는 요인, 협동학습 모형의 특징 및 그 효과에 대하여 살펴보았다. 그리고 수학 교수-학습에서 협동학습의 필요성, 협동학습이 수학 수업에서 성공할 수 있는 몇 가지 조건 및 수학 과목에서 주로 사용되는 협동학습 모형, 이러한 모형들에 대한 수학학습 효과에 대하여 고찰하였다.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

• Korean Journal of Mathematics
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• 제20권4호
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• pp.463-475
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• 2012

Cooperation is an essential element in mathematics education with independence. We observe cooperative learning and apply it to the education spot. We conducted cooperative learning experiment with students who were not ready for the prerequisite learning of college mathematics. We try to make up the prerequisite learning through collaborative learning to them. We discuss how cooperative learning affects the students who were not ready for the prerequisite learning of college mathematics.

• 보건교육건강증진학회지
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• 제21권3호
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• 한국수학사학회지
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• 제18권2호
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• pp.55-74
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• 2005

본 논문은 수학 교육방법 개선을 위한 노력의 하나로 학습 모델에 대하여 연구하였다. 그 중 특히 협동학습 유형을 역사적으로 종합 정리하고 협동학습의 이론적 배경과 소집단 협동학습의 필요성 그리고 협동학습과 전통 조별학습의 차이점 등을 조사하였다. 또한 협동학습에서 나타나는 특징과 다양한 협동학습의 유형을 제시하고 그 효과에 대하여 연구를 하였다. 본 연구에서는 역사적으로 수학교육학적 견지에서 의미 있는 협동학습 유형으로 팀보조개별학습(TAI: Team-Assisted Individualization), 직소우(JIGSAW) 협동 학습, 직소우II(JIGSAW II) 협동 학습, 직소우III(JIGSAW III) 협동 학습, STAD(Student Team-Achievement division) 협동학습, 팀경쟁 협동학습(TGT: Teams-Games-Tournament) 등을 집중적으로 연구하였다.

• 한국학교보건학회지
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• 제35권3호
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

• 한국학교수학회논문집
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• 제17권4호
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• pp.465-492
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• 2014

본 연구에서는 수학과 수업에 적용할 수 있는 지도 방법으로서 수준별 협동학습 학습지를 활용한 수준별 수업과 소집단 협동학습에서 그 효과를 알아보는데 목적이 있다. 이를 위해서 구체적인 연구문제를 살펴보면 다음과 같다. 첫째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 학생들의 수학의 학업성취도를 향상시킬 수 있는가? 둘째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 수학 교과에 대한 흥미와 자신감을 갖도록 하여 협동학습 태도를 향상시킬 수 있는가? 셋째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습에 대한 학생들의 반응은 어떠한가? 이다. 연구결과로는 첫째, 실험집단은 비교집단에 비하여 학업성취도에 향상을 보여 주었다. 둘째, 실험집단은 비교집단에 비하여 협동학습 태도의 변화에 도움이 되었다. 셋째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 실험집단은 비교집단에 비하여 의미 있는 반응을 나타내었다.

• 대한물리치료과학회지
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• 제28권3호
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• International Journal of Internet, Broadcasting and Communication
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• 제12권1호
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• pp.104-110
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• 2020

In the 4th Industrial Revolution, the competitiveness of the software industry is important, and as a solution to fundamentally secure the competitiveness of the software industry, education classes should be provided to educate high quality software personnel in educational institutions. Despite this social situation, software-related classes in universities are largely composed of competitive or individual learning structures. Cooperative learning is a learning model that can complement the problems of competitive and individual learning. Cooperative learning is more effective in improving academic achievement than individual or competitive learning. In addition, most learners have the advantage of having a more desirable self-image by having a successful experience. In this paper, we apply a pair check model, which is a type of cooperative learning, in operating system classes. In addition, the class procedure and instruction plan are designed to apply the pair check model. We analyze the test results to analyze the performance of the cooperative learning model.