대면 및 대면 수업 상황에 따른 협력적 문제해결 중심 교수 모델(CoProC)의 적용이 특성화고 학생들의 인성 역량과 과학의 정의적 특성에 미치는 영향

The Impact of Collaborative Problem Solving for Character Competency (CoProC) Applied to Non-face-to-face and Face-to-face Class Situations on Character Competence and Scientific Affective Characteristics of Vocational High School Students

The purpose of this research was to analyze the impact of Collaborative Problem solving for Character competency (CoProC) applied to non-face-to-face and face-to-face class situations on character competence and scientific affective characteristics of vocational high school students. For this, vocational high school students were offered science classes based in Collaborative Problem solving for Character competency (CoProC) in non- face-to-face and face-to-face situations and as a result of this, the aspect of change of their character competence and scientific affective characteristics was analyzed. The result of this research showed that science classes applying CoProC in face-to-face class situations were effective in cultivating the character competence and enhancing the scientific affective characteristics of vocational high school students. On the other hand, science classes applying CoProC in nonface-to-face class situations were effective in enhancing the scientific affective characteristics, but they did not cause the change of character competence. This is considered as nonverbal communication is constrained in non-face-to-face class situations. The constraints of nonverbal communication in non-face-to-face class situations can exert influence on a variety of class situations, and therefore further study on this is required.