개별적ㆍ협동적 학습구조에 따른 실과 문제해결 수업전략의 비교 효과

Experimental Study on Instructional Strategies of Individual Problem-Solving and Cooperative Problem-Solving in Elementary Practical Arts Education

The purposes of this study were to develop the instructional strategies of individual and cooperative problem solving, to analyze the effects of pupils’ learning processes of individual problem-solving class and the that of cooperative problem-solving class. The study carried out by the experiment of the individual problem-solving class and the cooperative problem-solving class. Methods of data collection based on the participation observation and survey questionnaire. The major findings of this study were as follows: 1. Instructional models of individual and cooperative problem-solving for practical arts education in elementary school were divided into three parts, teacher’s planning step, pupil’s cooperative problem-solving step and teacher’s evaluation and reflection. The pupil’s problem solving processes were established as follows : 1) identifying and stating of the problem : 2) collecting of information and resources : 3) exploring possible solutions : 4) trying out or making the best solution : 5) evaluating of the process and the result. 2. As a result of researcher’s observation to two experimental classes, both of individual problem-solving class and cooperative problem-solving class was verified that pupils was very interested the performing of the task. Also the desirable results of individual problem-solving class’s learning process were observed as follows : 1) pupils’ planning process of task, 2) concentrating on the task, 3) self-confidence on the another tasks. And the desirable results of cooperative problem-solving class’s learning process were observed as follows : 1) pupils’ cooperation on performance of task, 2) higher level of pupils’ products than individual problem-solving class.