사회적 역량에 대한 협동학습의 효과: 메타분석

이유경,서은진,민자원,김반디,신윤선,김욱일,최재연 한국교육학회 2022 敎育學硏究 Vol.60 No.8

This study conducted a meta-analysis on the effects of cooperative learning on the social competencies of democratic citizenship competency, communication competency, social relationships, social skills, multicultural respect competency, and cooperation competency. Experimental field studies on the effects of cooperative learning were collected and their effects were compared with those of individual learning. Seventy-eight studies published between January 1, 2005 and June 30, 2022 were selected and a total of 142 effect sizes were analyzed. The results revealed that the effect size of cooperative learning on social competencies was .59 in comparison with individual learning, which indicates a larger effect size than effect sizes found in previous meta-analysis studies examining the effects of cooperative learning on academic achievement. Effect sizes were not significantly different for the six types of social competencies, suggesting that cooperative learning is similarly effective for all six types of social competencies. Moderating effects were analyzed in terms of school level, gender, composition method of cooperative learning, methods of interaction between groups, number of members in a group, characteristics of learning context, cooperative learning period, group compensation, role within the group, training of social skills, reflection after group work, and publication type. A significant moderating effect was found only for school level and publication type. As for school level, cooperative learning was found to be more effective with lower-grade elementary school students than with high school students. These results suggest that, unlike previous research on the effects of cooperative learning on academic achievement, cooperative learning is generally effective for social competencies across different learner characteristics and specific characteristics of cooperative learning.

비만예방교육이 아동의 태도변화에 미치는 영향

김은주(Kim Eun-joo) 한국보건복지학회 2007 보건과 복지 Vol.9 No.-

Cooperative learning (Cooperative Learning), which is one of small group learning methods, is suggested as one of open learning. Cooperative learning adapt the learning style that the task given by the teacher is done by two to six students of different group. Therefore, the students of each group participate in various learning activities that require cooperation and mutual support. Based on this situation, the purpose of this study was settled as the investigation what influence is exerted on the performance of learning and learning attitude by cooperative learning through studying and practicing cooperative learning model consistently with health subject. The result of the study was as follows: First, in terms of the effect on health knowledge, statistical significance was found between pre cooperative learning and post cooperative learning, and when elevated mark on knowledge and increased satisfaction level after cooperative learning was considered, it be considered that the effect is greater after practice of cooperative learning in comparison to no practice of cooperative learning. Second, according to the survey on the opinions of students on cooperative learning, cooperative learning increased participation of students, provides with self-study method and self-confidence, makes students feel the importance of their respective roles in the group, and improves cooperative attitude, in comparison to traditional learning. In this study, it is aimed to clarify the application of cooperative learning in obesity 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. 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.

과학 수업에서의 협동학습에 대한 교사들의 인식

한재영(Han JaeYoung),이지영(Lee Chiyoung),이혜인(Yi Hyein),노태희(Noh Taehee) 한국열린교육학회 2006 열린교육연구 Vol.14 No.3

  이 연구에서는 과학 수업에서의 협동학습에 대한 과학교사들의 인식을 조사하고, 협동학습에 대한 인식과 실행 의지, 교사의 배경 변인 사이의 관계를 탐색하였다. 과학 수업에서 협동학습을 실행해 본 경험이 있는 44명의 초ㆍ중등 교사들을 대상으로 설문 조사를 실시하였다. 이들의 절반 이상이 한 학급당 한 달에 한두 번 정도 협동학습을 실시하고 있었다. 이 교사들은 주로 성적과 성별이 다른 4명을 한 조로 구성하였다. 또한 학생들에게 조별 및 개별 점수를 모두 고려하여 보상하거나 협동학습에 임하는 태도를 고려한 평가를 많이 하였다. 이 교사들은 협동학습에 적합한 주제로 STS 주제들을 선호하였다. 협동학습에 대한 전반적인 이해도는 높은 편이었으나 무임승차 효과, 협동학습 모형, 실시 가능한 학급 규모에 대한 이해도는 낮은 편이었다. 이 교사들의 협동학습에 대한 인식은 일반적으로 긍정적이었으나 협동학습 실행을 장려하는 외부요인들은 별로 존재하지 않는다고 인식하고 있었다. 그러나 협동학습을 실행하려는 의지가 강하고 교직 경력이 긴 교사들은 그러한 외부의 지원을 얻기 쉽다고 인식하였다.   We investigated teachers" perceptions of cooperative learning in science instructions and the relationships among their personal characteristics, perceptions of cooperative learning, and their willingness to implement cooperative learning. A survey was administered to 44 elementary and secondary school teachers who had experiences in implementing cooperative learning in their science instructions. More than half of them implemented cooperative learning once or twice a month. The teachers mainly organized 4 students into one group, who were heterogeneous in the achievement level and the gender. In many cases, the teachers rewarded students on the basis of both group and individual scores, and evaluated them on the basis of their attitudes during cooperative learning. The teachers preferred STS issues to the others as the topics for cooperative learning. The test scores for the understanding of cooperative learning were generally high, but low for the issues of ‘free rider’, ‘cooperative learning model’ and ‘class size suitable for the implementation of cooperative learning.’ The teachers, in general, perceived that cooperative learning was useful but there were not enough outside aids to implement it. However, the teachers with willingness to implement cooperative learning and with long career years perceived that they can easily obtain outside aids to implement cooperative learning.

필드웍 수업 참여 대학생의 협동학습 경험에 관한 질적 연구

김기화(Kim, Gihwa),김영순(Kim, Youngsoon),오영섭(Oh, Youngsub) 한국열린교육학회 2019 열린교육연구 Vol.27 No.2

본 연구는 수도권 소재 사립 I대학교 사범대학 사회교육과 전공 선택과목이자 현장답사 과목인‘지역 문화의 탐구’에 참여한 대학생들의 협동학습 경험을 탐색한 것이다. 특히, 현장답사는 모둠별로 수행되기 때문에 강의실에서만 이루어지는 협동학습의 양상과는 다를 것이라는 전제를 갖는다. 현장에서의 체험을 통해 학습이 이루어진다는 점에서 일반적인 협동학습 보다 학습자들 간의 긴밀한 소통과 책임의식이 요구된다. 이런 점에 착안하여 연구문제를 첫째,‘필드웍 수업에 참여한 대학생들의 협동학습 경험은 어떤 의미인가?’, 둘째, 성공적인‘필드웍 협동학습의 요인은 무엇인가?’로 설정하였다. 연구문제를 해결하기 위해 수업에 참여한 대학생들을 대상으로 FGI 방법을 활용하여 자료를 수집하였다. 연구결과 첫째, 대학생들의 필드웍 협동학습 경험을 표상하는 의미는‘함께 성장하기’로 나타났다. 이에 따른 소주제 는‘지식확장의 계기’,‘공동의 학습 목표 달성’으로 도출되었다. 둘째, 필드웍 협동학습 성공의 핵심요 인은 4가지로 도출되었으며, 집단 내적인 요인으로‘학습자 간의 상호작용’,‘긍정적인 의사소통’과 집단 외적 요인으로는‘교수자-학습자 간의 상호관계’,‘체계적인 수업 설계’이다. 본 연구의 시사점은 필드웍 학습이 지니는 현장성으로 인해 강의실에서 수행하는 일반적인 협동학습에 비해 학습자들은 상호 간의 친밀감을 높이는 전략을 사용하고 있다. 또한, 협동학습이 단순히 서로 의존하고 협력하여 학습효과를 증진시키는 방법을 넘어 학습자들로 하여금‘함께 성장하기’ 대열에 참가하여 동반 성장을 경험할 수있는 계기를 제공함을 확인하였다. This study explores the cooperative learning experiences of undergraduate students who participated in the class ‘Exploring the Local Culture’ which was a field trip course in the department of Social Studies Education at ‘I’University. This study presupposes that it will be different from the existing cooperative learning aspect because it conducts the field work rather than cooperative learning which is performed only in the classroom. The course ‘Exploring the Local Culture’ is an experiential cooperative learning course aimed at exploring activities, so it requires more close communication and responsibility between the members of the cooperative group than most university classes. Based on this context, we set up two research questions: First, “What are cooperative learning experiences of undergraduate students participating in fieldwork class?” Second, “What do undergraduate students consider as successful factors of fieldwork cooperative learning?” In order to solve these research questions, we collected data by conducting FGI interviews with undergraduate students who participated in the class. The results of the study are as follows: First, the significance of undergraduate students’ experience of cooperative learning in fieldwork showed that they ‘grow together’. The sub-categories were derived from ‘opportunity of knowledge expansion’ and ‘achievement of common learning goals’. Second, the core factors of the success of fieldwork cooperative learning were derived from four factors: ‘interactions among learners’, ‘positive communication’ as internal factors and ‘interaction between teacher and learners’, ‘systemic instruction design’ as external factors. The implication of this study is that the fieldwork learners have a strategy to increase the intimacy of learners’ mutuality compared to general cooperative learning, that is, cooperative learning in the classroom. In addition, we confirmed that cooperative learning provides an opportunity for learners to participate in the ‘growing together’ and experience coexistent growth beyond learning methods that simply rely on each other and cooperate to enhance learning effects.

한국피아노교수법학회논문집 : 협동학습 모형을 적용한 활동중심의 음악수업 지도방안

김우식 ( Woo Shik Kim ),오세규 ( Se Kyu Oh ) 한국피아노교수법학회 2011 음악교수법연구 Vol.7 No.-

본 연구의 목적은 초등 음악수업이 이루어지는 교실 현장에서 쉽게 활용할 수 있으며 최근 들어 그 효용성과 효과성이 입증되고 있는 협동학습의 모형을 이론적인 근거로 하여 제7차 초등학교 음악과 교육과정의 지도내용을 중심으로 개정되는 정신을 반영, 각 모형별로 활용 가능한 예시적 지도안을 구안하여 활동중심으로 구성되어야 하는 음악교육이 현장에서 내실 있게 이루어지기 위한 대안을 마련해보고자 의도된 것이다. 그리하여 본 연구에서는 교과서 제재곡에 대하여, 음악교육에 적용 가능한 협동학습 모형을 제시하고 2008년 4월 28일~6월 28일 (9주)에 걸쳐 5학년 학생들을 대상으로 협동학습 모형을 적용하여 음악수업을 실시하였다. 협동학습을 수업에 적용해본 결과 여러 가지 교육적 장점이 있음을 확인할 수 있었다. Spreading rapidly as a new method for teaching-learning, cooperation learning recently is taking firm root as an alternative to invigorate the area of teaching-learning. Most of all, the reason why cooperation learning is attracting is that it draws students’ interest and is effective for their performance at school, and in addition, it is achieving a variety of educational achievements including improvements in skills for social interactions. In today’s schools, a variety of instructional approaches is required to help all students accomplish educational goals. The object of music education is for students to individually develop their inborn musical talents and creativity, express emotion and thoughts withheld through various musical activities, and furthermore improve the quality of life and become a well-rounded person that is not narrow-minded in any specific specialty. However class in schools consists of an overcrowded class with a teacher centered deliverance of textbook knowledge that take up most of the time and lessons made of an individual and competitive learning structure. Schools are supposed to teach skills including ability to think, communication ability and responsibility for problem-solving, so that students would adopt themselves in a society. Cooperative learning is therefore the most appropriate method to teach such skills. Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it., So cooperative learning techniques can promote student learning and academic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students’ social skills, promote student self-esteem, and help to promote positive race relations. Although there is no cooperative learning model designed specifically for music subject, it was necessary to apply cooperative learning model for effective music class. Accordingly, this study analyzed the relation between activity-centered music chapters for 5th graders and cooperative learning model. Furthmore, based on the characteristics of the existing cooperative learning model, teaching plans that can be applied for music class are presented as follows: Jigsaw Ⅰ; Group Investigation(GI); Cooperative Learning for Cooperation(Co-op Co-op); Student Teams Achievement Division(STAD); Team Games Tournaments(TGT); Learning Together(LT); Teams Assisted Individualization(TAI); and Illustrative Class Model with cooperative learning structure by Kagan. As a result, it is revealed that cooperative learning in music enables to increase self-esteem and self-discipline for study and establish favorable friendship among students in the course of class learning. The teacher’s role is the most important part for success the ‘Cooperative Learning’ on music. Teachers should know the exact model and design of ‘Cooperative Learning’ so they may guide the students to participate and have positive attitude on music. This study suggests how to take ‘Cooperative Learning’ on music class by searching activity-centered music chapters and it’s model. It is wishful that the application of cooperation learning in the fields of music education would be more activated so that the expected goals of music education could be achieved. And, I believe that the on going study about the new application should be continued to achieve a better class.

민주시민성 함양을 위한 협동학습 지도 방안

김연희(Kim Youn Hee) 제주대학교 초등교육연구소 2011 초등교육연구 Vol.- No.15

본 연구는 민주시민교육과 협동학습의 이론을 고찰하고 민주시민교육에 유용한 협동학습 모형을 살펴본 후 이를 수업에 적용하여 민주시민성 함양을 위한 효과적인 지도 방안을 탐색하는데 목적이 있다. 민주시민교육 내용 분석의 기준으로 한국교육개발원에서 제시한 인간의 존엄성, 기본질서, 민주 사회에서의 절차, 합리적 의사결정의 네 가지 요소를 토대로 내용 분석을 하였다. 집단탐구 모형(GI: Group Investigation), 협동을 위한 협동학습 모형(Co-op Co-op), 찬반논쟁 협동학습 모형(Pro-con), 함께 학습하기 모형(LT: Learning Together), 구조 중심 협동학습 등이 민주시민교육에 유용하다고 판단하여 이 모형들의 특징과 수업 절차에 대하여 살펴보고, 초등학교 5학년 도덕과의 민주시민교육에 적용시켜 봄으로써 민주시민성 함양을 위한 효과적인 지도 방안을 모색해 보았다. Modern citizens have a tendency to maintain and succeed their community by acquiring the social ideas and value, and social norms and procedures through the wide scope of socialization. More importantly, they should cultivate the quality of democratic citizens and ability to maintain and promote democratic community. Above all, the recognitive ability to understand the issues faced with our society is the most important of all the abilities and qualities of democratic citizens. Modern citizens should be well informed about social and critical issues and at the same time have the ability to systematically solve these issues. Therefore, systems thinking should be cultivated, based on the open attitude and understanding its organic network. The 7th educational curriculum emphasizes the importance of systems thinking, based on the education of democratic citizenship and good personality. To cultivate wise and responsible students, the contents of democratic citizenship education as well as the teaching methods are important. No matter how good the contents may be, the democratic citizen education cannot achieve desirable products without understanding learners. Additionally, the teaching methods should be applied in the democratic way. Therefore, the importance of cooperative learning cannot be stressed too much. The cooperative learning method helps learners to acquire positive and mutual dependence, face-to-face interaction, individual responsibility and social functions contrary to traditional learning method based on small groups. The reason is that the cooperative learning method is an ideal match for the present education of democratic citizenship concentrating on the value of community. Additionally, the cooperative learning method is one of the most effective alternatives, recommended by many scholars in the view of changing all class groups or school into a democratic and moral community. This study applied the cooperative learning method to teaching activities through analyzing the four elements offered by Korean Educational and Development Institute; the respect of human beings, public morality, democratic process in society, and rational decision making. On the condition that Group Investigation Model, Cooperative Learning Model,. Pros and Corns Learning Model, Learning-Together Model, and Structural and Cooperative Learning Model are useful for the democratic citizenship education, this study probed into these learning models and applied them to the moral education of the 5th grade students of elementary school in order to find out an effective teaching model. The purpose of democratic citizenship education is to cultivate people who have ability of rational judgement, and respect of discussion-agreement and variety. Its purpose is also to pursuit sense of community, active sense of peace, and voluntary participation. These goals can be attained through the cooperative learning method. The cooperative learning method provided learners with various opportunities to participate in class. It also enabled them to have a positive view. In this sense, the cooperative learning method is a comprehensive and systematic teaching method which covers cognitive, emotional and behavioral morality. Furthermore, the cooperative learning method emphasizes interdependence and individual responsibility, providing learners with the opportunities for group evaluation and deep consideration. It also enables learners to create an atmosphere of moral pursuit, mutual cooperation and reliance, contributing to a democratic school culture.

Jigsaw 모형(模型)을 활용(活用)한 한문(漢文) 수업(授業) 방안(方案)

김병철 ( Byeong Cheol Kim ) 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.34 No.-

본 연구는 漢文敎育 方法論에 대한 內容으로 協同學習의 여러 模型 중 Jigsaw 模型 授業에 관한 것이다. 中·高等學校 漢文科 授業에서 學生들의 授 業 興味度는 매우 낮은 편이기 때문에 敎師 中心의 直接 敎授法으로는 漢文 學 習의 興味 誘發 및 學業成就에는 限界가 있다. 協同 學習은 學習 目標 達成을 위하여 학생들이 소집단을 구성하여 相互 協力 하는 授業이다. 학생들은 協同學習 과정을 통하여 相互 協力하는 社會性과 參與를 통한 自尊感을 기르며 高次元的 思考에 接近한다. 이러한 協同學習은 學業成 就度를 높일 뿐만 아니라 정의적 태도와 人性의 涵養에도 肯定的 影響을 미친다 는 것이 支配的인 觀點이다. 協同學習을 適用하는 方法에는 학생들이 授業의 장면에서 단순하게 문제를 해 결하기 위해 協力하는 方法과 協同學習 模型 중 하나의 模型을 中心으로 진행하는 방법과 여러 가지 協同學習模型을 混合하여 使用하는 方法 등이 있다. 이 중 Jigsaw 模型 授業은 敎師-學生의 관계보다는 學生-學生의 協力과 支 持를 통해 배움이 일어나도록 설계된 模型으로 모든 학생이 授業의 場面에 參與 하고 自身이 맡은 專門家 活動 영역에 책무성을 가지는 授業 模型으로 授業에서 興味와 參與가 낮은 학생들에게 가장 適切한 模型이라 할 수 있다. Jigsaw 模型 授業은 實行 方法에 따라 JigsawⅠ, JigsawⅡ, JigsawⅢ, JigsawⅣ로 나눌 수 있으며, 漢文 授業에서 이 모든 模型을 適用할 수 있다. Jigsaw 模型 授業은 學習者가 쉽고 재미있게 學習할 수 있으며 다양한 學習 者의 水準을 考慮한 模型으로 漢文과 授業에 대한 학생들의 낮은 興味度, 評價 및 보상의 미약성, 낮은 성취도 등에 대한 代案的 方法의 하나가 될 것이다. 또한 人性 强化 및 學生 參與度가 높은 授業으로 學習者의 責務性을 强調하여 漢文 科 授業 전반에 걸쳐서 體系的으로 適用할 수 있는 授業 模型이다. 이러한 Jigsaw 模型 授業의 大體的인 節次는 ‘집단 구성→ 개인적 전문과제 부과→전 문과제별 모임 및 전문가집단에서의 협동학습→ 원소속 집단에서의 협동학습→ 평가 및 보상’의 순서로 진행된다. 高等學校 2학년을 대상으로 실시한 實際的인 Jigsaw 模型 授業에서 학생들의 肯定的인 評價도 있었지만, 學習 態度의 산만함, 원활하지 않은 討論과 意思疏通 등의 과제를 남겼다. Jigsaw 模型 授業을 學校 現場에서 活性化하기 위해서는 漢文科 授業에서 修行評價의 擴大, 敎師 硏修 機會 擴大를 통한 敎授·學習 力量 强化 및 授業 컨설팅 실시 등과 學習者에 대한 폭넓은 理解가 要求된다. This study is about the methodology of Chinese character education and about Jigsaw model class among several models of cooperative learning. There is a limit to causing the interest in Chinese character learning and academic achievement with the teacher-centered direct teaching method because students` class interest is relatively very low in middle and high school Chinese character class. Cooperative learning is the class that students organize a subgroup and cooperative mutually in order to achieve the learning objective. Through cooperative learning, students cultivate mutually cooperative sociality and self-esteem through participation and access to higher thinking. The dominant perspective is that this cooperative learning not only increases academic achievement but has a positive effect on affective attitude and cultivation of humanity. The methods of applying cooperative learning include a method that students cooperate to simply solve the problem at the scene of class, a method of focusing on a single model among cooperative learning models and a method of mixing several cooperative learning models and using it. Among them, Jigsaw model class is the model designed to cause learning through cooperation and support of student-student rather than the relationship of teacher-student and is the class model that all students participate in the class scene and have accountability in their professional activity area and can be said to be the most appropriate model for students with low interest and participation in class. Depending on how to conduct it, Jigsaw model class can be divided into JigsawⅠ, JigsawⅡ, JigsawⅢ, JigsawⅣ and all these models can be applied to Chinese character classes. Through Jigsaw model class, learners can learn in an easy and fun way and it is the model of considering various levels of learners and can be one of alternative methods for students` low interest in Chinese character and class, weakness of evaluation and compensation, low achievement etc. Also, it is the class model that can be systematically applied throughout Chinese character and class by emphasizing student accountability with the class of enhancing personality and increasing student participation. The general procedure of this Jigsaw model class is carried out in the order of ‘grouping → assigning personal professional task → meeting by professional task and cooperative learning in expert group → cooperative learning in original group → evaluation and compensation’. There was positive assessment of students in actual Jigsaw model class conducted targeting high school sophomores but challenges were left such as distraction of learning attitude, not smooth discussion and communication etc. In order to activate Jigsaw model class in schools, expansion of performance assessment in Chinese character and class, strengthening teaching and learning ability through expansion of opportunities for teacher training and class consulting and a broader understanding of learner are required.

시각적 의사소통능력 증진을 위한 협동학습 방법 연구

정혜연(Hye-Yeon Jung),서현정(Hyun-Jung Seo) 한국국제미술교육학회 2017 미술과 교육 Vol.18 No.1

이 논문은 학생들 상호 간의 소통 증대를 위한 제안으로서 시각적 의사소통능력 신장을 위한 미술과 협동학습 방법을 모색하고 교육적 가치와 학습 경험에의 영향력을 연구하였다. 소통능력은 협력적 상호작용을 통해 의사소통 행위에 참여하는 학습 과정 안에서 체득할 수 있으므로 학습자 간의 교류 빈도가 높은 협동학습을 적용하였으며, 프로젝트 학습법, 대화중심 그룹 감상법, ‘Co-op Co-op’모형의 학습 절차를 바탕으로 협동적 프로젝트 학습의 계획을 수립하고 본 연구를 실행하였다. 연구의 결과 학습자 중심의 교육 방법으로 학습 동기와 참여도가 높았고, 실제적인 체험을 통한 의사소통의 실천이 가능하였으며, 능동적인 감상자 및 소비자를 위한 교육 방법으로 고급 사고력 및 비판적 해독력 향상에 효과적이었다. 또, 다학문적이자 통합적인 접근으로 학생들의 전인적인 성장에 도움이 되었으며, 타인과의 상호작용을 통해 인간관계의 긴밀함을 증진시킬 수 있었다는데 의의가 있다. As an elementary school teacher, the researcher of this study has experienced that students who suffered from the emotional problems such as alienation or maladjustment in school cannot effectively within the current competitive learning environment. To solve this problem, the researcher studied how “Cooperative learning method” could enhance students’ visual literacy. In order to practice this learning method, this study justifies ‘Visual literacy’ as an ability to interpret the meaning of image or to express the idea by symbolic image. This study focused on the development of learning methods for improving visual literacy by considering the increase of nonverbal communication and the rise of visual literacy education. The reason why ‘cooperative learning’ is chosen among learning methods is that cooperative learning has a possibility of promoting students’ active learning and providing them opportunities to interact with other students. Visual literacy can be learned in the learning process through the actual experience to participate in the cooperative interaction and communication actions. The research question for cooperative learning method established in this study are as follows : First, how can be cooperative learning program for practicing visual literacy education? Second, what is the value of cooperative learning for visual literacy education in art education? Third, what is the effect of cooperative learning for visual literacy education in the learning experience for students? To figure out the research questions, definition, characteristic, effect of visual literacy and cooperative learning was observed. The cooperative project learning program was established on the basis of project and conversation-centered group appreciation learning theory. Through textbook analysis, the cooperative learning for visual literacy education curriculum was redesigned to include visual culture by considering of the strategy and process of ‘Co-op Co-op’ model. This research was conducted trough 12 classed in 31 on 6th graders at the elementary school located Suwon. As this learning project processed, students showed increasing in understanding the context and relevance of visual images and life. Also, it enhanced level of visual expression and critical abilities. In addition to, the students themselves chose the topics and the activities carried out through consultations. Last, students' attitude toward cooperative learning and friendship has become more positive. Through cooperative learning, this research found: First, it was a learner- centered education of higher learning motivation and participation. Second, it was possible to participate at communicative action in the process of learning by the actual experience. Third, it was effective in improving critical thinking for viewers and consumers education. Fourth, it was integrated learning method for students' holistic growth. Fifth, it is significant to extend the personal thought through interaction with others and could promote close relationships. However, there is the limitation in that the object and contents only focus on 6th graders, and only learning process based on ‘Co-op Co-op’ model. There is difficult for some students to carry out activities in appreciation education. Therefore, the cooperative learning for visual literacy education can be made possible if various methods of cooperative learning are used to develop appreciation education and apply variety of subjects throughout the entire grades.

표현 교육에서의 협동 학습의 방향

김연희(Kim, Yeon Hee) 동악어문학회 2015 동악어문학 Vol.64 No.-

이 논문은 대진대학교에서 현재 교양 교육의 하나로 진행되고 있는 글쓰기 강좌의 교육 과정 중 ‘협동 학습’의 수업 사례를 소개하고 이에 대한 바람직한 방향을 모색해 보는 데에 그 목적이 있다. 최근 대학에서 ‘읽기’ 위주의 국어 교육이 ‘글쓰기’ 위주로 개편되었다. 이는 국어 교육의 목표가 ‘글쓴이의 생각을 이해함으로써 배경지식을 넓히고 사고하는 능력’을 키우는 것에서 ‘창의적, 논리적으로 사고한 것을 효과적으로 글로 표현할 수 있는 능력’을 키우는 것으로 변화된 것이다. 이러한 국어 교육의 변화와 현 사회적 요구?협력적인 과정에서 발휘되는 의사소통 능력?를 반영한 ‘협동 학습’의 수업 사례를 소개하려 한다. ‘협동 학습’은 학습 능력이 각기 다른 사회 구성원이, 언어를 통한 활발한 상호 작용을 통해 서로 협조하면서 모두가 성공적으로 학습 목표를 성취하게 하는 상호 의존적인 학습 활동이다. ‘협동 학습’의 수업 진행 방식은 세 단계 -‘협동 학습’ 전 단계, ‘협동 학습’ 활동단계, ‘협동 학습’ 평가 단계 -로 구분된다. ‘협동 학습’ 전 단계에서는 약 15분간 교사가 학생들의 모둠을 구성하고 준비물을 배부한 뒤 활동에 대한 내용을 설명한다. ‘협동 학습’ 활동 단계에서는 모둠의 학생들이 약 60분 간 이야기를 만들기 위해 적극적인 의사소통을 하며 과제를 해결해 나간다. ‘협동 학습’ 평가 단계에서 학생들은 약 30분 간 모둠별 발표를 듣고 나눠 준 ‘평가지’를 바탕으로 채점을 한다. 글쓰기 교육이 강화되었지만 학생들은 여전히 글쓰기를 어려워한다. 이 문제를 극복할 수 있는 교육 방법이 바로 ‘협동 학습’이라고 생각한다. 글쓰기에서 중요한 것은 사고의 확장인데 ‘협동 학습’을 통해 학생들은 재미있게 사고를 확장하여 글쓰기를 할 수 있기 때문이다. The purpose of this thesis is to introduce the case of class process of ‘cooperative learning’ among the education process of Writing class as one of the cultural education subjects at Daejin University, and to seek the desirable direction therefor. Recently at universities, Korean language education focused on ‘reading’ has been restructured to education focused on ‘writing’. This reflects the substitution of the object of Korean language education from fostering ‘the capacity to understand the author’s thinking so as to expand background knowledge and enhance thinking ability’ to enhancing‘the capacity to express the creative and logical thoughts effectively in writing’. This thesis introduces the case of class process of ‘cooperative learning’ that reflects such change in Korean language education as well as the communication capacity to be exercised in the course of the cooperative process required in current society. The ‘cooperative learning’ is the mutually dependent learning activity, whereby society members with different learning capacity mutually cooperate through the active interaction in language, so that all would successfully achieve thelearning objective. Class process of ‘cooperative learning’ is largely categorized in the following 3 stages. (1) Pre ‘cooperative learning’ stage At pre ‘cooperative learning’ stage, the teacher divides the students into groups for around 15 minutes, and distributes preparatory materials - scissor, glue, picture material, A4 paper, big drawing paper, and explain the contents for cooperative learning activities. (2) ‘Cooperative learning’ activities stage At cooperative learning’ activities stage, the students composing the group solves the task by active communication to resolve common problem during around 60 minutes. (3) ‘Cooperative learning’ evaluation stage At ‘cooperative learning’ evaluation stage, each group gives presentation for around 30 minutes, and the teacher gives scores on the ‘evaluation sheet’ distributed by the students for the task. Even though writing education has been enhanced, students still feel writing as difficult. ‘Cooperative learning’ is regarded as the education method that would overcome this problem. What is important in writing is the expansion of thoughts. By the way, ‘cooperative learning’ helps students to expand their thoughts with fun, and to be familiar with writing.

Rationale and Guidelines for Design of Web-Based Cooperative Learning

( Young Hwan Kim ),( Kwang Hui Kim ) 한국교육공학회 2001 Educational Technology International Vol.3 No.1

The purpose of this paper is to explore a rationale for combining cooperative learning with Web-based instruction and to outline some design guidelines for Web-based cooperative learning. The key components of cooperative learning which are proven by findings can be positive interdependence, individual accountability, and cooperative skills. Though the WB! have advantage, self-d irected learning environment of war does not always result in eHective learning. Providing information and knowledge for Web pag;es alone is not surricient for educational effects. so that the components of cooperative learning in classroom should be applied to the WB!. Besides, Web-based cooperative learning should demand other needs_ Team design. authentic tasks and motivation, cooperative skills, opportunity for Web-publishing and technical support are necessary for Web-based cooperative learning. The most. important. componen t in Web- based cooperative learning is communication skills t.hrough Web-tools as cooperative skills in the classroom, which are the basic vehide to two essential concepts for the 21st qntury educa tion-sharing and caring.