중학교 기술 · 가정과 ‘수송 기술 체험과 문제해결 활동’ 단원의 수업에서 경쟁적 협동학습과 단순 협동학습이 학생 작품의 질에 미치는 효과

Effects on the Quality of Student Work of Competitive Cooperative Learning and Simple Cooperative Learning for Transportation Technology Experience and Problem Solving Activities Unit at Technology-Home Economics Subject in the Junior Highschool

이 연구의 목적은 중학교 기술?가정과 ‘수송기술체험과 문제해결활동’ 단원의 수업에서 경쟁적 협동학습과 단순 협동학습이 학생 작품의 질에 미치는 효과를 알아보는데 있다. 이를 검증하기 위해 천안시 소재 Y중학교 2학년으로 구성된 과학영재반 40명과 동일 학교의 2학년으로 구성된 기술공작소 29명을 대상으로 무선 배정에 의해 실험집단과 통제집단으로 구성하여 변형된 기본 설계(Variant on the Basic Design; Shadish, Cook & Campbell, 2002, p. 259)모형을 적용하였다. 실험집단에는 경쟁적 협동학습(TGT)을 통제집단에는 단순 협동학습(JiasawⅣ)를 적용하였으며, 학생 작품의 질을 다섯 가지 하위변인에 따라 평가하여 유의도 .05수준에서 t-검증을 실시한 결과는 다음과 같다. 중학교 기술?가정과 ‘수송기술체험과 문제해결활동’단원의 수업에서 경쟁적 협동학습과 단순 협동학습이 학생 작품의 질에 미치는 효과를 검증한 결과, 경쟁적 협동학습으로 한 경우 학생 작품의 질에 효과적이었다. 또한, 학생 작품의 기능성, 독창성, 견고성에 미치는 효과를 검증한 결과, 경쟁적 협동학습으로 한 경우가 효과적이었다. 하지만 학생 작품의 심미성, 경제성 향상을 위해서는 두 학습방법에 따른 차이가 크지 않다는 것을 알 수 있었다. 이와 같은 결론을 종합해 보면, 중학교 기술?가정과 ‘수송기술체험과 문제해결활동’ 단원의 수업을 진행할 경우, 경쟁적 협동학습으로 하는 것이 바람직하다는 결론을 내렸다. 특히 기능성과 독창성, 견고성을 향상시키기 위해 경쟁적 협동학습 형태의 수업 방법으로 진행하는 것이 좋다는 것을 알 수 있었다.

The purpose of this study was to verify The effect on the quality of student work of competitive cooperative learning and simple cooperative learning for Transportation Technology Experience and Problem Solving Activites unit at Technology-Home Economics Subject in the Junior Highschool. In order to prove the null hypothesis, the study randomly designed research subjects with a total of 40 science-gifted students in their sophomore year at Y Middle School in Cheonan-si and another 29 sophomores in a technology-engineering workshop at the same school. The subjects were categorized into an experimental group and a control group with a variant on the basic design applied. Each of the groups consisted of three individual subjects and in the experimental group, they were told to work on competitive cooperative learning (TGT) while those in the control were assigned to simple cooperative learning (with Jigsaw IV applied). Quality of student work from those different groups were evaluated by five variables and here, with SPSS/win 20.0 used, effects were verified via independent sample t-test at .05 of significance level. The results of the research have been summarized as follows; According to what has been verified about how competitive cooperation learning and simple cooperative learning in the class on Transportation Technology Experience and Problem Solving Activities unit at Technology-Home Economics subject in the Junior Highschool affect the quality of student work, it was learned that the competitive cooperation learning has a positive influence on the quality of student work. In addition, the findings from a research on the two learning methods effects on functionality, originality and solidity of student work proved competitive cooperation learning to be efficient. However, the study found out that both competitive cooperation learning and simple cooperative learning are not related to improving of aesthetics and economic efficiency of student work. With all those results counted, the study has reached a conclusion that it would be proper for competitive cooperation learning to be adopted to a class on Transportation Technology Experience and Problem Solving Activities unit at Technology-Home Economics subject in the Junior Highschool.