• Journal of Gifted/Talented Education
• /
• v.15 no.1
• /
• pp.11-36
• /
• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.

• Journal of the Korean earth science society
• /
• v.27 no.3
• /
• pp.279-288
• /
• 2006

We incorporated cooperative learning focusing on the 'Crustal Deformation' in five classes of second grade students, at an all-girls' middle school of Gimje city. The groups of cooperative learning were composed of four members of students each, according to the heterogeneous level. We conducted a pretest on the students' preference before incorporating the cooperative learning. After ten weeks of cooperative school work, the students took a post test with the same questions as the pretest. The result of this method greatly impacted the change on the students' scientific preference. It means that the students showed a positive change in their awareness of and participation in science classes, compared to before. However it is difficult to distinguish the differences in their scientific attitude on the recognition about scientists and habits which make them think scientifically. This resulted from the short period of ten weeks which is not sufficient to carry out the study strategy effectively. Surveys of the students on cooperative learning indicates that the middle level students prefer this method unlike the higher or lower level students. we are convinced that they can learn from the students of higher level and are able to help the lower level with the interaction through cooperative learning. According to the result of the survey, the method has some weaknesses; it arouses the high noise levels and consequent disturbance due to verbal interaction and of conflicts due to disagreements when they discuss the process. On the contrary, advantages are developing the students's interest in science class, helping them to learn, creating positive participation in class, and fostering mutual collaboration with other students through cooperative learning.

• Journal of The Korean Association of Information Education
• /
• v.6 no.2
• /
• pp.154-162
• /
• 2002

In a small-scale class, children gradually lose interests in studying and develop negative and passive attitudes in class activities due to the uniform education. Although many cooperative instruction WBI models are studied and designed, there has not been any research on cooperative instruction model appropriate for a small-scale class. In this study, instructors participate in classes, each in connection with other small-scale classes, and WWW based cooperative instruction model, WIEZ, which can affect students' learning attitude on long-term basis, was designed and embodied. Currently, WIEZ is being under experimental test in three schools at Kyung-nam where instructors design classes, and students divided into groups participate in classes in this system.

• International Journal of Control, Automation, and Systems
• /
• v.4 no.6
• /
• pp.725-735
• /
• 2006

This paper deals with the problem of self-learning cooperative motion control for the pushing task of a humanoid robot in the sagittal plane. A model with 27 linked rigid bodies is developed to simulate the system dynamics. A simple genetic algorithm(SGA) is used to find the cooperative motion, which is to minimize the total energy consumption for the entire humanoid robot body. And the multi-layer neural network based on backpropagation(BP) is also constructed and applied to generalize parameters, which are obtained from the optimization procedure by SGA, in order to control the system.

• Journal of Engineering Education Research
• /
• v.19 no.6
• /
• pp.57-62
• /
• 2016

In this work, we present a case study of using the assessments for the enhancement of students' learning motivation in engineering education. The assessments, given in between summative assessments such as midterms and finals, may have a component of formative evaluation, which are reported as very effective tools as the sources of feedback to improve teaching and learning. We studied how the students' performance is improved by additional tests in engineering education. Also, we examined the factors of successful results of the cooperative learning model, Student Teams-Achievement Division, which is based on imposing a number of tests, achieved in our previous work.

• Journal of Korean Elementary Science Education
• /
• v.25 no.1
• /
• pp.8-14
• /
• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.309-328
• /
• 2016

In this study we aimed to find out if a mathematics lesson with Jigsaw model can help to change such negative mathematical affective characteristic to a positive one. The results of the study were as in the following. First, the mathematics lessons applied Jigsaw model can help to inspire curiosity and motivation of students. During the lessons, communication among students was vitalized. Such communication inspired learner's curiosity and learning motivation. The expert group and home group activities in the Jigsaw model made the learner's question-answering activities more instantaneous and frequent. Second, the mathematics lessons applied Jigsaw model can help students to become aware of the value of mathematical concepts and formula.

• Research in Mathematical Education
• /
• v.19 no.4
• /
• pp.195-209
• /
• 2015

The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

• Journal of Korean Home Economics Education Association
• /
• v.11 no.1
• /
• pp.89-102
• /
• 1999

Kimchi is an important traditional fermented food a korean eating habbit. It is an outstanding food to supply its taste, dietary fiber, vitamins and inorganic substances by microorganism. And recently Kimchi has spotlighted as an international food. To make study of contents concerned Kimchi, analyzed the girl’s high school economics textbook, made questionnaires about necessity of Kimchi education, practiced process of Kimchi to present how to pickle vegetables into Kimchi. The results were： 1. The most of the respondents wanted for Kimchi making and answered that they prepare Kimchi at home by themselves. 2. The most suitable pickling time was about 4 hours and salting conditions by dry and wet styles were 20% for good taste and nutrition of Kimchi. 3. Teaching-learning program by cooperative learning model developed.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.1
• /
• pp.1-17
• /
• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.