지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2007.12
- 수록면
- 9 - 29 (21page)
- DOI
- 10.23948/kshw.2007.12.9.9
이용수
초록· 키워드
오류제보하기
Cooperative learning (Cooperative Learning), which is one of small group learning methods, is suggested as one of open learning. Cooperative learning adapt the learning style that the task given by the teacher is done by two to six students of different group. Therefore, the students of each group participate in various learning activities that require cooperation and mutual support. Based on this situation, the purpose of this study was settled as the investigation what influence is exerted on the performance of learning and learning attitude by cooperative learning through studying and practicing cooperative learning model consistently with health subject. The result of the study was as follows: First, in terms of the effect on health knowledge, statistical significance was found between pre cooperative learning and post cooperative learning, and when elevated mark on knowledge and increased satisfaction level after cooperative learning was considered, it be considered that the effect is greater after practice of cooperative learning in comparison to no practice of cooperative learning. Second, according to the survey on the opinions of students on cooperative learning, cooperative learning increased participation of students, provides with self-study method and self-confidence, makes students feel the importance of their respective roles in the group, and improves cooperative attitude, in comparison to traditional learning.
In this study, it is aimed to clarify the application of cooperative learning in obesity 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.
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.
In this study, it is aimed to clarify the application of cooperative learning in obesity 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.
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.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 각 구조를 적용한 교육 사례 결과
Ⅴ. 고찰 및 결론
참고문헌
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UCI(KEPA) : I410-ECN-0101-2010-338-001416193