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- 저자 : Annese, Emilia (검색결과 4 건)
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Nonvortical Rashba Spin Structure on a Surface with<sub>C1h</sub>Symmetry
Annese, Emilia,Kuzumaki, Takuya,Mü,ller, Beate,Yamamoto, Yuta,Nakano, Hiroto,Kato, Haruki,Araki, Atsushi,Ohtaka, Minoru,Aoki, Takashi,Ishikawa, Hirotaka,Hayashida, Takashi,Osiecki, Jacek R.,Miyamo American Physical Society 2016 Physical Review Letters Vol.117 No.1
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인터넷을 활용한 수업에서 구조화된 협동학습 전략과 보상이 학업성취도에 미치는 영향 : Based on social-study class in elementary school
김영수,이안네스 한국교육정보방송학회 1999 교육정보미디어연구 Vol.5 No.1
본 연구에서는 인터넷을 활용한 수업에서 구조화된 협동학습전략과 외적 보상이 학업 성취도에 어떠한 영향을 미치는지를 실험연구를 통해서 살펴보았다. 나아가 연구결과를 토대로 인터넷 기반 수업에서 효과적으로 협동학습을 실시할 수 있는 지침을 제공하였다. 연구 대상은 서울에 소재한 D 초등학교 5학년 남녀학생, 177명이었으며 실험설계는 독립변인인 구조화된 협동학습전략과 보상 그리고 종속변인인 학업성취도에 의한 2 × 2 요인설계에 기초하였다. 구조화된 협동학습전략으로는 Dansereau와 그의 동료들(1988)에 의하여 개발한 MURDER 전략을 사용하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 인터넷을 활용한 수업에서 구조화된 협동학습전략은 학습자의 학업성취도에 긍정적인 영향을 미친다. 둘째, 인터넷을 활용한 수업에서 집단에게 제공하는 외적보상(학용품, 상품)은 학습자의 학업성취에 긍정적인 영향을 미치지 않는 것으로 나타났다. 셋째, 인터넷을 활용한 수업에서 구조화된 협동학습전략과 보상간에는 학업성취에 있어 상호작용 효과가 나타나지 않았다. The purpose of this study is to examine by experimentation the effects of structured cooperative learning strategy and reward on schoolwork achievement using internet as an instructional tool in the social-study class in elementary school so that the guide for internet utilized learning in school can be provided. The points of this study are as follows: First, how does structured cooperative learning strategy in class using internet affect the achievement of schoolwork? Second, how does reward in class using internet affect the achievement of schoolwork? Third, how does interaction effect between the structured cooperative learning strategy and reward work in class using internet affect achievement of schoolwork? The study took place in D elementary school in Seoul from Sept. 8, 1998 to Sept. 28, 1998. The subject of this study was 177 of fifth grade elementary students. The randomly divided two groups from the four of fifth grade classes were controlling and experimental groups and they each had a different treatment. The groups were again divided into four depending on how the structured cooperative learning strategy and reward were in place. The teams in the cooperative learning group were formed by 3 same sex students. For the analysis, the analysis of ANOVA was used to study whether application of structured cooperative learning strategy and reward made difference to the level of schoolwork achievement. The conclusion based on the result of this study is as below. First, the structured cooperative learning strategy in class using internet did affect positively to the achievement of students' work. In other words, the students tend to solve assignment through various ways such as collecting, learning, forming, combining information when using internet which provides wide range of information. The structured cooperative learning strategy is the kind of strategy that accelerates the procedure of knowledge development which means that introducing the detailed systematic cooperative role can be more effective than just structuring a learning group for cooperation in achieving schoolwork. Second, providing reward in class using internet did not affect positively to the achievement of students' work. Internet provides a self oriented learning atmosphere that student can search for various information from internet freely. In this internet utilized learning which needs the students' active, spontaneous, logical thinking and creativeness, the mere external reinforcement of such reward can not affect achievement of students' work. Third, the effect of interaction between structured cooperative learning strategy and reward could not be found in class using internet. What the effect of interaction did not appear is caused that providing reward in class using internet did not affect positively to the achievement of students' work.
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