생명과학 수업에서 협력적 문제해결 학습이 중학생의 의사소통 능력에 미치는 영향
A Study on Middle School Student’s Communication Ability through Collaborative Problem-Solving in Life Science Learning
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The purpose of this study is to devise and apply a teaching and learning program in the form of life science Collaborative Problem Solving (CPS) to middle school students to find out how collaborative problem solving learning affects their communication ability. For this purpose, we devised a life science teaching and learning program for middle school student in the form of collaborative problem solving and analyzed the effect on middle school student’s communication ability by applying a devised teaching and learning program. A teaching and learning program has been developed in the section of life sciences ‘Biodiversity’ of middle school based in Nelson’s Collaborative Problem Solving (CPS) approach. Experimental group conducted a collaborative problem solving teaching and learning program, and control group conducted direct teaching method based on textbooks and cooperative learning by group. A total on ten-time teaching and learning programs consist of three problems or projects scenarios. (1) Let’s become Charles Darwin and find out the secret of the Finchy’s beak!, (2) Let’s decorate the special exhibition room with the theme of ‘The Life on Earth!’, (3) Avengers to protect world wide biodiversity - Earth Guard!. Results of life science academic achievement assessment, there was no significant difference between the experimental group and the control group. Also, the comparison of the communication ability of the two groups showed that the average score of the experimental group was significantly higher in terms of their perceiving competency and adapting competency than control group.
Abstract
The purpose of this study is to devise and apply a teaching and learning program in the form of life science Collaborative Problem Solving (CPS) to middle school students to find out how collaborative problem solving learning affects their communication ability. For this purpose, we devised a life science teaching and learning program for middle school student in the form of collaborative problem solving and analyzed the effect on middle school student’s communication ability by applying a devised teaching and learning program. A teaching and learning program has been developed in the section of life sciences ‘Biodiversity’ of middle school based in Nelson’s Collaborative Problem Solving (CPS) approach. Experimental group conducted a collaborative problem solving teaching and learning program, and control group conducted direct teaching method based on textbooks and cooperative learning by group. A total on ten-time teaching and learning programs consist of three problems or projects scenarios. (1) Let’s become Charles Darwin and find out the secret of the Finchy’s beak!, (2) Let’s decorate the special exhibition room with the theme of ‘The Life on Earth!’, (3) Avengers to protect world wide biodiversity - Earth Guard!. Results of life science academic achievement assessment, there was no significant difference between the experimental group and the control group. Also, the comparison of the communication ability of the two groups showed that the average score of the experimental group was significantly higher in terms of their perceiving competency and adapting competency than control group.
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