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Effect of Cooperative Learning on Conceptual Change of Atmospheric and Water Cycle  

Jeong, Jin-Woo (Department of Earth Science Education, Korea National University)
Jang, Myoung-Duk (Department of Science Education, Gongju National University)
Chun, Seon-Lye (Department of Earth Science Education, Korea National University)
Publication Information
Journal of the Korean earth science society / v.25, no.2, 2004 , pp. 63-73 More about this Journal
Abstract
This study investigated the effect of cooperative learning on the middle school students’ conceptual change of atmospheric and water cycle and also examined the verbal interaction patterns in a cooperative group. The study also analyzed the relationship between the verbal interaction and students’ conceptual change in the cooperative learning situation. Two classes from a middle school were selected as an experimental group (cooperative learning group, n = 37) and a control group (traditional learning group, n = 37), respectively. The experimental group was taught by STAD cooperative learning model and received collaborative skill training. The results of the study can be summarized as follows: first, there were no significant differences in conceptual change between the two groups. As for the middle-achieving students on the pretest, however, the score of the cooperative learning group was significantly higher than that of the traditional learning group. Secondly, verbal interaction in the cooperative learning situation mainly happened among high- and middle achieving students. In addition, the students who were successful in undergoing conceptual change had more frequent verbal interactions than the students who were not. The study suggests that it is more important to interact between a teacher and students than to interact between the students and students in order to correct students’ misconception.
Keywords
cooperative learning; conceptual change; atmospheric and water cycle;
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