직소 협동학습 모형 적용을 통한 과학과 자기주도학습 능력 신장 = Development of Jigsaw model in chemistry for testing the ability of self-directed learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effectiveness of the cooperative Jigsaw Model over the traditional lecture-oriented learning model for self-directed learning in the process of finding solution to studying task.
In order to accomplish this purpose, first, the theoretical backgrounds of Jigsaw learning method and the various types of it are analyzed. Second, theoretical backgrounds and various types of studying tasks are analyzed. Then the conception and former studies of self-directed learning are analyzed. Through the above analyses, as an example, teaching plans suitable for the Jigsaw Model, expert tests, formative tests are developed. Chapter III(Materials) of 10th grade Chemistry textbook is analyzed and reformed. Few important preview learning tasks are drawn from the results.
The following hypotheses are set up through our studies.
1. Cooperative learning with Jigsaw method will be probably more effective than the traditional lecture-oriented learning method in developing ability of solution of studying tasks.
2. Cooperative learning with Jigsaw method will be more effective than the traditional lecture-oriented learning method in developing the ability of self-directed learning.
In order to verify the above hypotheses, out of 291 students of H high school in Daegu City, 146 (4 classes) students are selected as comparison groups (lecture-oriented learning method) and 145 (4 classes) students are selected as the experiment groups (Jigsaw method). The above hypotheses were tested for 4 weeks from Sep.1, 2003 to Sep. 27, 2003.
For evaluating the model, the analysis questionaries were used. Differences of the ability of self-directed learning and solution of studying tasks between the comparison groups and the experiment groups were obtained.
Results of the above comparison summarize:
1. From the self-evaluation questionaries about the ability of solution of studying tasks, Jigsaw method proved to be better than those of the lecture-oriented learning method.
2. The self-evaluation questionaries about the ability of self-directed learning show that Jigsaw method proved to be better than those of the lecture-oriented learning method.
According to the above results, it is concluded that the cooperative learning with Jigsaw model is more effective than the lecture-oriented learning method for developing the ability of self-directed learning and solution of studying tasks in liberal high school chemistry class in Korea. Therefore, it is suggested that many other teachers can also understand and study this cooperative learning as proposed by Jigsaw model, this will evolve as best solution in science teaching - learning process.

목차 (Table of Contents)

• 목차 = i
• 논문 요약 = v
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 내용 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 협동학습의 본질과 성격 = 5
• 1) 학습 이론 고찰 = 5
• 2) 협동학습의 개념 = 7
• 3) 협동학습의 특징 = 8
• 4) 협동학습의 의의 = 9
• 2. 협동학습의 요소 = 10
• 1) 긍정적 상호의존성(Positive interdependence) = 11
• 2) 대면적 상호작용(promotive face-to-face interaction) = 11
• 3) 개별적 책무성 인식(individual accountability) = 12
• 4) 관련된 사회적 기술의 적절한 사용(relevant interpersonal and small-group skill) = 12
• 5) 집단과정(periodic and regular processing) = 12
• 3. 협동학습의 모형 = 13
• 1) 조별 학습(Team Learning) = 13
• (1) 학생 집단 성취 모형(Student Teams Achievement Division,STAD) = 13
• (2) 토너먼트식 학습(Teams Games Tournament, TGT) = 15
• (3) 집단보조 개별 학습(Teams Assisted Individualization,TAI) = 15
• 2) 전문가 집단(Expert Group) = 16
• (1) 과제 분담Ⅰ학습(Jigsaw I) = 16
• (2) 과제 분담Ⅱ학습(Jigsaw II) = 17
• 3) 협동적 과제 완수(Collaborative Task Completion) = 19
• 4) 협동적 집단탐구(Collaborative Problem Solving or Investigation) = 20
• 4. Jigsaw 협동학습 모형과 자기주도학습 = 22
• 1) Jigsaw 협동학습 모형의 기능 = 22
• (1) 팀 형성과 협동 기술 = 22
• (2) 경청 기능 = 23
• (3) 협동학습 분위기 조성 기능 = 24
• 2) Jigsaw 협동학습 모형의 수업 절차 = 25
• 3) 과제학습의 이론적 기초 = 27
• (1) 과제학습의 교육적 의의 = 27
• (2) 예습 과제의 제시 방법 = 27
• 4) 과제학습의 적용 실제 = 29
• (1) 예습 과제 추출 = 29
• (2) 과학과 과제학습장의 구안 적용 = 30
• 5. 자기주도학습의 개념 = 32
• 1) 자기주도학습의 개념 = 32
• 2) 자기주도학습 능력의 신장 = 33
• (1) 자기주도학습 전략 = 33
• (2) 자기주도학습 능력 신장 방안 = 35
• Ⅲ. 연구 방법 = 38
• 1. 연구 대상 및 방법 = 38
• 2. 연구 설계 = 39
• 3. 연구 방법 = 39
• 1) 학습집단 구성 = 39
• 2) 수업 절차 = 41
• 3) 과학과 Jigsaw 협동학습 모형 수업안 개발 = 42
• (1) 전문가 활동 = 42
• (2) 전문가의 토의 내용 전달 = 43
• (3) 조별 발표 = 44
• (4) 교사의 학습 내용 정리 및 개별 질문 = 44
• (5) 차시 예고 = 44
• 4) 검사 방법 및 내용 = 44
• 4. 연구의 제한점 = 47
• Ⅳ. 연구 결과 분석 및 논의 = 48
• 1. 사전 설문지 분석 = 48
• 1) 학습 과제 해결 능력 = 48
• 2) 자기주도학습 능력 = 49
• 2. 사후 설문지 분석 = 51
• 1) 학습 과제 해결 능력 = 51
• 2) 자기주도학습 능력 = 52
• Ⅶ. 결론 및 제언 = 54
• 참고 문헌 = 56
• (Abstract) = 61
• 부록1 과학과 Jig saw협동학습 수업안 = 63