사회과 협동학습의 의의와 이론적 토대 = Rationales and Theoretical Bases of Cooperative Learning in Teaching Social Studies

다국어 초록 (Multilingual Abstract)

The present study aimed at establishing some rationales and identifying theoretical frameworks that support the significance and effectiveness of various types of cooperative learning strategy in teaching social studies. This inquiry, therefore, was a conceptual one in its nature.
In connection with the rationale of cooperative learning in social studies, four major dimensions were suggested. That is, cooperative learning has the potential as an effective alternative teaching method for (1) coping with the major problems of existing social studies classrooms, (2) securing the active and in-depth interactions among students in learning situations, (3) achieving broad range of educational objectives, and (4) showing special relevancy to social studies education.
In an effort to explore the theoretical underpinning for cooperative learning strategy, several earlier intellectual traditions were reviewed first which included John Dewey's ideas on the nature of school classrooms, research results in the field of social psychology, and experiential learning theory. This was followed by an extensive investigation into more recent education and psychological perspectives pertaining to explaining the effectiveness of cooperative learning in bringing about the desirable instructional outcomes.