• Korean Journal of Health Education and Promotion
• /
• v.21 no.3
• /
• pp.151-177
• /
• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

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

• The Journal of Korean Academic Society of Nursing Education
• /
• v.11 no.2
• /
• pp.127-134
• /
• 2005

Purpose: The purpose of the study was to develop a cooperative clinical nursing education model in response to the challenge to provide quality clinical instruction for nursing students. Method: A hypothesized model was developed based on literature review and Cho's partnership model of preservice teacher. Final model was refined with cooperative committee meetings, workshop and post clinical education meetings. Results: A Cooperative clinical nursing education model was developed with three phases(collaboration, planning, redefinition of major roles) and ten constructs(organization of cooperative committee, goal setting, partnership contract, planning objectives, and operating manual). Conclusion: The Cooperative clinical nursing education model support the need for continued collaborative partnership between nursing college and hospitals to foster quality clinical instruction.

• Korean Journal of Mathematics
• /
• v.20 no.4
• /
• pp.463-475
• /
• 2012

Cooperation is an essential element in mathematics education with independence. We observe cooperative learning and apply it to the education spot. We conducted cooperative learning experiment with students who were not ready for the prerequisite learning of college mathematics. We try to make up the prerequisite learning through collaborative learning to them. We discuss how cooperative learning affects the students who were not ready for the prerequisite learning of college mathematics.

• Journal of The Korean Association of Information Education
• /
• v.18 no.4
• /
• pp.625-632
• /
• 2014

Due to the development of information and communication technology smart devices and apps, SNS, mirroring communication is made with such a smart and education to reflect the change of emphasis on the recent variety of collaborative social interaction are emerging. In this study, smart training and LT cooperative learning model developed in conjunction with the 'Smart-based cooperative learning 'model applied in the third grade social studies class and Smart-based cooperative learning and cooperative learning common to kidney doctor communication skills of elementary school students the impact on the communication capacity compared respectively, were analyzed. As a result, the expression of the elementary school, listening and understanding, all the sub-areas of interaction, such as communication skills in social studies class kidneys were applied to Smart-based cooperative learning in elementary school than applying the general cooperative learning model. This is not said to improve the ability to interact with the Smart-based cooperative learning in speech and in writing and clearly express the thoughts and opinions of students and separates help you understand the meaning of the words and writings of other students for the purpose in social situations can.

• Journal of The Korean Association of Information Education
• /
• v.21 no.2
• /
• pp.191-198
• /
• 2017

The purpose of this study is to design and apply cooperative learning using module cards for SW education for beginner and to analyze their effects and perceptions. Cooperative learning using 30 module cards consists of 3 activities and we applied it to elementary school students to verify the effectiveness of the learning. For the research analysis, we analyzed the pre-post motivation of SW education, the degree of satisfaction, interest level, and step recognition of the cooperative learning. As a result of the analysis, the learning motivation showed significant improvement in all areas of attention, relevance, confidence, and satisfaction. Students also found that the second stage of cooperative learning using module cards was the most interesting and the third was the most helpful.

• International Journal of Contents
• /
• v.5 no.4
• /
• pp.69-74
• /
• 2009

This paper has done a study of Chinese-Korean cooperative multimedia design education. Sino-Korean school of multimedia was set up by Shanghai University of Engineering Science (SUES) and Korea Dongseo University in October 2002. We have created "3.5+0.5 Teaching Model". In this model, Chinese and Korea professors take courses together. Firstly, paper points our the Chinese government policy background of Chinese-Foreign Cooperation in running schools and the development of Chinese-Korean cooperative multimedia design education in SUES. Secondly, by analyzing the multimedia design industry to understand the Chinese multi-media design education. Thirdly, paper made in-depth studies for "3.5+0.5 Teaching Model" so as to draw the experience of successes and problems. Through analysis of "Questionnaires for students' learning and living conditions in Dongseo University in 2009" by spss 16.0, paper made a research of mode of "A semester studying in Korea". Finally, paper points out the development direction of Chinese-Korean cooperative multimedia design.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2010.05a
• /
• pp.956-958
• /
• 2010

The paper considers MIMO two-way scheme to optimize the end to end capacity in local wireless mesh network. The basic idea is to perform data transmission via intermediate cooperative nodes and cooperative relay therefore higher throughput can be achieved. Each node is equipped with multiple antennas, and has two time slots one for transmission (Tx) and the other is reception (Rx), which are arranged alternatively in the network. In the conventional SISO network, it takes at least four time slots to accomplish the function of two-way relay. Moreover, cooperative technique is used in order to enhance multiplexing of forward and backward streams.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.3
• /
• pp.85-105
• /
• 2021

The purpose of this study is to develop and implement cooperative consumption education programs using design thinking in middle school home economics education classes to understand the impact on students' cooperative problem solving competency. Accordingly, a cooperative consumption education program based on design thinking was developed according to the ADDIE model, and the evaluation was conducted on a total of 25 students. The results of the study were as follows. First, based on prior research, we developed a consumption education program based on D. school's design thinking process under the theme of 'Creating a Shared School' for the practice of cooperative consumption. As a result of expert validity verification of the teaching/learning course plan and workbook for the eight sessions, the average question was 4.72 (out of 5 points) and the average CVI was 0.93, indicating that the content validity and field suitability were excellent. Second, to summarize the results achieved from the implementation of the cooperative consumption education program, the pre-/post-test using the revised and supplemented cooperative problem-solving competency tool, and the open-ended survey, It was confirmed that the developed program had a significant effect on improving not only the students' knowledge and perceived necessity for cooperative consumption along with the awareness of practice, but also the cooperative problem-solving competency. As a follow-up study, we propose to expand the research to a wider audience, and to further conduct research and develop programs applied with design thinking in home economics curriculum and in consumer competency development. This study confirmed that cooperative consumption education programs using design thinking are effective in improving youth's cooperative problem-solving competency and is meaningful in that they developed consumption education programs under the theme of 'cooperative consumption' in response to changing consumer education needs.

• Journal of the Korean Society of Earth Science Education
• /
• v.8 no.1
• /
• pp.87-97
• /
• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.