중학교 「 식물의 구조와 기능 」 단원에서 협동학습이 학생들의 학업성취도와 태도에 미치는 영향 = Research Articles : The Effects of Cooperative Learning on Achievement and Science Learning Attitudes in Middle School Biology Class - Structures and Functions of Plant

다국어 초록 (Multilingual Abstract)

Cooperative learning has emerged as a new classroom learning strategy in which students work together in heterogeneous group toward completion of a common goal. Research studies in a wide range of settings and across content area have shown that cooperative learning leads to higher achievement and increases positive attitudes. Although many studies have shown the effectiveness of cooperative learning in chemistry and physics, relatively few have focused on biology. The purpose of this study was to examine the effects of cooperative learning on the academic achievement and affective outcomes in middle school biology class. A total of 181 eightth-grade students at a boys' middle school in Puchun, Kyunggi-do were included in this study. Two classes were taught with a traditional approach. The other two classes were assigned to a cooperative goal structure(STAD; Student Team Achievement Division). The chapter 'Structures and Functions of Plant' was reconstructed for cooperative learning. Two groups used the same learning materials during the treatment period, which lasted 15 hours, during 4 weeks. The pretest-posttest control group design was used. Analysis of covariance(ANCOVA) was used as the data analysis procedure. No significant difference on the students' final achievement and science learning attitudes were found with respect to the two instructional approaches(p$gt;.05). There was no significant difference among low-ability, average-ability, and high-ability students when compared to traditional classroom structure and cooperative learning(p$gt;.05). There was no significant difference in affective component, behavioral intention component and cognitive component of science learning attitudes of students in the cooperative and traditional learning conditions(p$gt;.05).