초등학교 자연 수업에서 협동학습 전략의 교수 효과 = The Instructional Influences of a Cooperative Learning Strategy in the Elementary Science

다국어 초록 (Multilingual Abstract)

This study investigated the influences of a cooperative learning strategy in the elementary science course upon students` achievement, science process skill, participation in the science class, attitude toward science class, and scientific attitude. The instruction implemented in this study included five essential elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, social skill, and group processing. Prior to instruction, questionnaires regarding participation in the science class, attitude toward science class, and scientific attitude were administered, and their scores were used as covariates. Mid-term science examination score was also used as a covariate. A previous achievement test score was used as a blocking variable. After instruction, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test (MIPT), and questionnaires regarding participation in the science class, attitude toward science class, and scientific attitude were administered. ANCOVA results revealed that the MIPT score of cooperative learning group was significantly higher than that of traditional group. Cooperative learning group performed better especially in the subtest of designing an investigation. Cooperative learning group also performed better in the achievement test, but the difference was not statistically significant. No significant differences were found in the scores of the other tests. The perceptions of the students in cooperative learning group regarding the implemented instruction were also studied.