• The Mathematical Education
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• v.45 no.4 s.115
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.137-151
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• 1998

The purpose of this study is (1)to develop the teaching plan based on Cooperative Learning approach and (2)to investigate the effect of students'Interest on Subject matter and Teaching method and Attitudes to others of the area of Foreign food in Home Economics class. Among those various types of Cooperative Learning's models, this study adopted 'Learning Together'developed by Johnsons. To investigate these purpose, subject matter were analyzed and reconstructed for Cooperative Learning. The tests were developed to evaluate the interest on the Subject matter and teaching methods, and the attitude to others of the students. 108 femail high school students were divided into two groups with 54 students-traditional learning condition, Cooperative Learning condition-and had a 5 session. The subject of the class was Foreign food including Western, Chinese, and Japanes food. Before and after the class, students were tested. The statistical methods used for the study methods used for the study were t-test. The research findings are as follows : When the students in the Cooperative Learning classes were compared before and after the test, (1)Interest on Subject matter were improved considerably(p〈.001) (2)Interest on Teaching methods were improved considerably(p〈.05) (3)Attitude to Others were improved considerably(p〈.001) Therefore when the teaching-learning model based on Cooperative Liarning was used in Home Economics class, their interest on the subject and teaching methods and attitude to others were improved.

• Journal of Technology Innovation
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• v.3 no.1
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• pp.1-34
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• 1995

Since 1982, the government of Korea has actively promoted vertical cooperative R&D programs between government-sponsored research institutes (GRIs) and private firms. A number of firms participated in the programs because cooperative R&D could lower the risk and could contribute to rapid commercialization of many technologies. This paper examines the effectiveness of vertical cooperative R&D projects by the modes of cooperation between GRIs and industrial firms, and analyzes the performance of participating firms' technology sourcing strategies for commercial utilization of cooperative R&D results at the project performed from 1982 to 1989 under the Government-Industry Cooperative R&D Program sponsored by the Ministry of Science and Technology(MOST) in Korea. The cooperative R&D projects are classified into 4 groups by two criteria, i.e., the level of participation of firms, and the breadth of cooperation. The findings suggest that firms should actively participate in cooperative R&D projects. In addition, in order to enhance commercial success, cooperation between GRIs and industrial firms should not be limited to R&D stage only. The breadth of cooperation should be extended to commercialization stage. Small- and medium-sized firms participating in vertical cooperative R&D projects in Korea usually lack internal technological capabilities that are needed to commercialize the results of cooperative R&D. Three different technology sourcing strategies - exclusive cooperative R&D strategy, in-house development augmented cooperative R&D strategy, and licensing-in supplemented cooperative R&D strategy - are empirically derived through cluster analysis of the relative usage rates cooperative R&D and of other supplementary technology acquisition methods. The findings suggest that the firms participating in vertical cooperative R&D projects should try to utilize other supplementary technology acquisition methods in order to achieve commercial utilization of the vertical cooperative R&D results.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.648-651
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• 1997

This paper proposes methods for the cooperative control of multiple mobile robots and constructs a robotic soccer system in which the cooperation will be implemented as a pass play of two robots. To play a soccer game, elementary actions such as shooting and moving have been designed, and Q-learning, which is one of the popular methods for reinforcement learning, is used to determine what actions to take. Through simulation, learning is successful in case of deliberate initial arrangements of ball and robots, thereby cooperative work can be accomplished.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.563-570
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• 2021

The importance of cooperative financial management is expected to be able to encourage the needs of the community especially towards the supervision of cooperatives and human resources. The study was conducted aiming to determine the effect of human resources, financial attitudes, and coordination on cooperative financial management. Research with quantitative methods. The study was conducted with multiple regression methods, while the sampling technique was based on a random sample of samples with the data collection method using a survey method in the form of a questionnaire that was measured with a Likert scale. The method of determining the research sample is done by calculating the Slovin formula, determining the research sample of 166 cooperatives in Buleleng Regency, Bali Province. The results of the research prove that partial human resources have a significant positive effect on cooperative financial management, financial attitude variables have a significant positive effect on cooperative financial management and coordination variables have a significant positive effect on cooperative financial management. The results of this study can be stated that the better the financial management of cooperatives, better will be the impact on cooperative growth so that the need for more competent resources in cooperative management.

• Journal of Information Management
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• v.32 no.3_4
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• pp.31-42
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• 2001

Research libraries, facing the difficulties in building sufficient collections to meet the various users, have implemented various cooperative acquisition programs. In recent years, Internet and other information technology enables more effective and efficient cooperation among research libraries. This paper reviews the methods and cases of cooperative acquisitions among research libraries, including CRL, OhioLINK, RLG Conspectus, TRLN Discussing the backgrounds and related issues. several strategies were suggested for the continuous implementation for cooperative acquisition.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.122-132
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• 2012

Purpose: The purpose of this study is to determine the effectiveness of cooperative learner-centered methods of sex education. Methods: This study was carried out on 5th grade elementary school students in D-district. Nine classes were divided into 3 groups using each different teaching methods: group A (a cooperative learning), group B (a lecture) and group C (a control group for a comparison). The study period was from Oct. 17 to Dec. 2 in 2011. Both groups A and B received sex education lessons for 40 minutes for 4 weeks and were tested their sex knowledge and attitude to compare the differences. Results: The scores of sex knowledge for all three groups were increased and their sex attitude was increased as well. The points of sex knowledge between pre and post test in group A are greater than the group B's. Thus, the cooperative learning approach with Group A was more effective to improve student's sex knowledge. But the difference between the sex attitude scores was not statistically significant. Group A and B showed a positive improvement in both their sex knowledge and attitudes compared with the control group. Conclusion: This experiment shows that an active teaching methods is more effective to improve student sex knowledge than a passive approach. Thus, a cooperative learning method results in increases of both student's sex knowledge and interests in learning sex education. It needs to develop more diverse teaching methods and programs on sex education that are more systematic and tailored.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• Journal of The Korean Dental Society of Anesthesiology
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• v.9 no.1
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• pp.9-16
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• 2009

Background: This study aimed to evaluate the cooperative levels of dental patients requiring general anesthesia during dental treatments. Anesthetic induction methods for patients were also recorded and analyzed using descriptive statistics. Methods: Total 566 patients who visited Seoul National University Dental Hospital Clinic for Persons with Disabilities were reviewed on pre-anesthetic review and anesthesia records. The cooperative levels of patients were graded by 4 levels and induction methods used for the patients during general anesthesia application were analyzed. Results: More than half of patients(55.8%) were willing to receive the anesthetic induction(cooperative level 1), 18.6% were minimally cooperative(level 2), 20.8% needed physical restraint prior to induction(level 3), and 4.8% was poorly cooperative and induction procedure was performed under an unconscious condition after ketamine intramuscular injection(level 4). There was no gender difference in cooperative levels(P=0.11). Patients over 30 years revealed better cooperation levels compared to other age groups(P<0.05). For patients of level 1, 53.5% were anesthetized in a way of intravenous induction, while 77.1% out of patients of level 3 were anesthetically induced through inhalation method. Conclusion: Many dental patients with special needs were not cooperative to receive anesthetic induction. Additional behavioral support may be applied to poorly cooperative patients for the safe and successful clinical outcome.