중학교 과학 영역에서 성별에 따른 소집단 구성방법의 협동학습에 대한 효과 = Effect of Gender Grouping on Cooperative Learning in Middle School Science

다국어 초록 (Multilingual Abstract)

This study investigated the effect of gender grouping on cooperative learning in the aspects of student's achievement and science-learning attitude. Homogeneous and heterogeneous gender groupings were applied to the treatment groups for the learning stratigies of earth science. Traditional instruction was performed for the control group. Three classes at a middle school were assigned to the groups. Before the treatment instruction, the questionnaire for science-learning attitude was administered to 144 students, and their scores were utilized as covariate. Then, the same questionnaire was done with a test for science achievement designed in this study. The changes of both the achievement and the attitude among three groups were analyzed statistically. Significant differences were not shown in the science achievement and in the gender difference of perceptions about science. There were significant changes between the homogeneous and heterogeneous gender grouping in the attitude toward science instruction of the total students. Here the cooperative learning group, regardless of the grouping, tends to exhibit more positive perception of learning environment than the control group, and particularly in female students.