Browse > Article
http://dx.doi.org/10.14697/jkase.2018.38.5.681

Impacts of Collaborative Problem Solving for Character Competency (CoProC) Strategy on the Practical Character Competency and Collaborative Problem Solving Competency in Middle School Science  

Cho, Hye Sook (Pusan National University)
Kwon, Dong Uk (Pusan National University)
Kang, Eugene (Pusan National University)
Park, Jongseok (Kyungpook National University)
Son, Jeongwoo (Gyeongsang National University)
Nam, Jeonghee (Pusan National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.5, 2018 , pp. 681-691 More about this Journal
Abstract
The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.
Keywords
character; character education; Collaborative Problem solving for Character competency(CoProC); practical character competency;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Nam. J. H., Kwak, K. H., Jang, K. H., & Hand, B. (2008). The implementation of argumentation using science writing heuristic(SWH) in middle school science. Journal of the Korean Association for Research in Science Education, 28(8), 922-936.
2 Ministry of Education, Science and Technology (2010). Creativity-character education Subject research group workshop resources(elementary school).
3 Ministry of Education (2015). 2015 Revised National Curriculum. Ministry of Education, Notice 2015-74.
4 Ministry of Education (2016). Five year comprehensive plan of character education(2016-2020).
5 OECD (2013) PISA 2015: Draft Collaborative Problem Solving Framework. http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf
6 Rychen, D. S. E., & Salganik, L. H. E. (2001). Defining and selecting key competencies. hogrefe & huber publishers.
7 Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and well-functioning society. Hogrefe Publishing.
8 Song, J. J., & Lee, S. W. (2017). The development of character education program for life science area in elementary practical arts. The Journal of Korea elementary education, 28(2), 31-47.   DOI
9 Spencer, L. & Spencer, S. (1993) Competency at Work: Models for Superior Performance. John Wiley and Sons, Inc., New York.
10 Sung, E. M., Bae, H. J., & Jin, S. H. (2014). Measurement of youth competency index and international comparative studyI: IEA ICCS 2016-General report. Korea Institute for Youth Development, 1-325.
11 Tuxworth, E.(1989). Competence-based education and training: Background and origins. In J. W. Bruke (Ed.), Competency-based education and training. London: The Falmer Press.
12 Hyun, J., Lee, H. Y., Han, M. Y., Seo, D. H., Ryu, D. Y., & Han, H. S. (2013). A study of plan on activating character education for elementary/secondary students (1): Exploring character education diagnosis and development tasks. Seoul: Korean Educational Development Institute.
13 Yang, J. S., Cho, N, S., Park, S. Y., Jang, G. J., & Eun, J. Y. (2013). A study on the development of character education through subject Education. Korea Institute of Curriculum & Evaluation. RRC, 6.
14 Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.   DOI
15 Chi, E. L., & Seong, Y. M., & Lee, S. K. (2015). Effects of collaborative performance assessment on group efficacy and creative leader competency for the secondary school language class. The Journal of Curriculum and Evaluation, 18(2), 131-152.   DOI
16 Cooper, K. (2000). Effective competency modeling & reporting: a stepby-step guide for improving individual & organizational performance. Amacom Books.
17 Do, S. L. (2013). The Character Education as a Future Human Resource Development. The Journal of Thinking Development, 9(2), 143-159.
18 Fiore, S. M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., Massey, C., O'Neil, H., Pellegrino, J., Rothman, R., Soule, H., & von Davier, A. (2017). Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress.
19 Gim, C. C., Kang, C. Y., So, K. H., Son, M. H., Jin, D. S., & Jeong, S. R. (2012). Study on the curriculum development direction reflecting practical character education. Ministry of Education, Science and Technology. Policy research, 2012.9.
20 Huh, S. H. (1998). An analysis of the effectiveness of character education programs in the elementary school. The Journal of Elementary Education, 12(1), 67-86.
21 Kwon, J. I., & Nam. J. H. (2017). Impact of Collaborative Problem-Solving Instruction Model on Character Competence of High School Students. Journal of the Korean Association for Science Education, 37(5), 847-857.   DOI
22 Kang, S. B., Park, E. S., Kim, G. S., Song, S. J., Chung, Y. K., Kim, Y. R., & Ko, M. S. (2008). A foundational study for the vision of education for the human nature for 21st century. Journal of research in education, 30, 1-38.
23 Kim, D. I., Koh, H. J., Kim, E. H., Lee, H. E., Kim, H. S., Seo, M., Lee, Y. B., Lee, Y. S., Hong, S, D. (2015). Study on five-year comprehensive plan for character education. Policy research and development project. Sejong: Ministry of Education.
24 Kim, D. L., Choi, S. J., Shim, S. Y., Lee, J. J. Ra, Y. A. (2016). The Challenges and Prospects of Future Education Design based on Character Education. Asian journal of education, 17(1), 25-45.   DOI
25 Lee, S. H., Kim, J. G., Yoon, C, H., & Hong, J. G. (2017). The effects of subject-kinked character education on character development for elementary school students. The Korea Association of Yeolin Education, 25(4), 1-21.