• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 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 Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.31-41
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• 2000

Since the use of computer-mediated communication(CMC) systems has been steadily increasing in the teaching and learning environments, this study attempted to describe some of instructional strategies which can be employed as a medium of cooperative learning. One of the best way to conduct network-assisted instruction is to embed such a medium into cooperative learning. Network-assisted cooperative learning maximizes students' own learning and each other's learning using CMC, in which students can actively participate in their learning processes. The characteristics of CMC-transmission and search of information, interactivity, time and place independence-assist and enhance cooperative learning. In this study, the instructional strategies for cooperative learning via CMC are suggested as following: (1) choose the instructional goals, (2) structure positive interdependence, (3) select guidelines for grouping, (4) train cooperative skills to students, (5) set up the environments such as electronic bulletin-board, and (6) develop assessment tools. Finally, this study suggests that potentials of network-assisted cooperative learning can be realized by providing environments and thinking tools for cooperative learning. Appropriate theory and practice need to be followed up to support the cooperative learning systems.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.255-268
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• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• Journal of Korean Public Health Nursing
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• v.27 no.3
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• pp.513-526
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• 2013

Purpose: The purpose of this study was to determine the effects of the Traditional Play-centered Obesity Control Cooperative Learning Program based on the cooperative learning theory on obesity rate, physical fitness, self-esteem, and body image specifically in obese elementary school children. Methods: The research design for this study was based on a non- equivalent control group pretest-posttest design. The study was conducted from September, 5 to November 30, 2012. The subjects included 74 obese children ($Exp.=25^{(a)}$, $Com.=24^{(b)}$, $Cont.=25^{(c)}$) with an obesity rate above 20% at an elementary school in G City. Data analysis was performed using SPSS/WIN 18.0, using Chi-square test, one-way ANOVA, and Scheffe test. Results: The obesity rate (F=4.033, p<.022) in the experimental group was significantly lower than that in the group (Com, Cont), in which the Traditional Play-Centered Obesity Control Cooperative Learning Program was not implemented. Self-esteem (F=4.310, p<.017) also caused significant differences. However, physical fitness (Muscular endurance F=1.545, p=.220; Flexibility F=.671, p=.514; Agility F=1.594, p=.210; Speed F=5.386, p<.007, scheffe (a,b

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.32-39
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• 2018

The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences. Data from this qualitative research was analyzed based on 5 elements of cooperative learning and 'critical incidents' were extracted from students' own voices that would serve as specific rating criteria in the scale. Once the 'critical incidents' have been incorporated into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation in group projects can be used in various team-based learning contexts.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.119-139
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• 1999

The present study developed teaching-learning activities to improve personal intelligences and to investigate their effectiveness. Significant differences were found in both interpersonal and intrapersonal intelligence. Positive effects appeared in cooperative attitudes, capacity to care for and understand others, and in reflective thinking abilities. The results suggest the importance of a balanced educational curriculum in order to enhance human affective aspects, self-esteem, cooperative classroom climate formation and the moral and character development of students. Consistent and systematic investigation is needed on multiple intelligences theory, development of teaching-learning activities, their longitudinal effects, and a fair assessment instrument.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.776-779
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• 2006

Today, It has developed actively e-learning according to web without time and place which increase of PC user with super-highway information network and various up-to-date information rapid growth. It has to provide the chance to student which will be able to practice and to think free and originative under liberal learning environment that learner can compose knowledge through various thinking by themselves. From the present paper, I would design e-learning system using TGT model of cooperative e-learning system that more effective studying through advantage of e-learning studying. I look forward to helping improvement of student's real ability as embody competitive games method by TGT model's basic theory of web-based.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.575-596
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• 2007

This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.237-242
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• 2022

The purpose of this study is to explore an effective learning process by applying PBL to the subject of welfare theory for the disabled. To this end, 'Welfare Measures for the Severely Disabled in the Situation of COVID-19' was conducted as a class on the welfare of the disabled. A total of 20 students participated in the PBL class, and data were collected and analyzed through individual learning activities, group learning activities, evaluation papers, and reflection journals. The analysis results showed the effectiveness of the PBL class in the learners' problem-solving ability, self-directed learning ability, critical thinking ability, and cooperative learning ability. Based on the results of this study, a method for applying problem-focused learning (PBL) to social welfare subjects was suggested.

• Journal of the Korean Society for information Management
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• v.25 no.4
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• pp.347-361
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• 2008

This study is to present cooperative instructional concept framework for the library-based instruction of teacher-librarians, based on 'Information and the Library' curriculum and instructional design procedure. The development of cooperative instructional units has been initiated in the school libraries, but the research based on instructional theories, including instructional design, is lacking. In this aspect, instructional theories and methodologies for the cooperative instruction of teacher-librarians are important. The cooperative instructional units for teacher-librarians should be developed by 'Information and the Library' curriculum and instructional design procedures. The objectives of the curriculum emphasize information use process based on information task. This study is to present cooperative instructional concept framework, and to help teacher-librarians develop specific cooperative instructional units based on the framework.