고등학교 과학과목의 수준별 교육 과정 운영에서 소집단 구성에 따른 협동 학습의 효과

Abstract

This study investigated the effect of grouping methods with varying student abilities in cooperative learning on the achievement, the attitudes toward science, the attitudes toward science instruction, and the preferences for the cooperative learning in the leveled curriculum.In the advanced classes, the high-ability students in homogeneous ability groups showed higher achievement than those in heterogenous ability groups. In the supplementary classes, the low-ability students in heterogenous ability groups showed the higher achievement than those in homogeneous ability groups. Therefore for the science achievements it is better for the high-ability students to make small groups with homogeneous ability students and for the low-ability students to make small groups with heterogeneous ability students.The high-ability students did not show any differences in the attitudes toward science and science instruction and in the preferences for the cooperative learning. But the low-ability students in the small groups with homogeneous ability students showed more positive attitudes toward science instruction than those in the small groups with heterogeneous ability students.