협동해결과 개별해결에서 나타난 물리문제해결과정의 차이

Abstract

This study focused on comparing individual to cooperative solving processes in physics problem solving. Ten high school students were organized into pairs of the same learning level to cooperate in working out solutions. A questionnaire on perception about cooperative solving and a checklist for verbal behavior were used for this study. The rate of mutual activity was calculated by the verbal behavior that occurred during the cooperative problem solving process. In addition, student protocols transcribed by the think-aloud method were analyzed. Compared to those of individual problem solving, the processes of cooperative problem solving provided a longer period of understanding, planning, and verification of the problem. Working in pairs reduced risks caused by shortage of prerequisite knowledge for problem solving. Actually, it enabled students to easily determine the steps of the problem solving process and allowed the pairs to make better use of the Knowledge-Development strategy. Furthermore, errors were minimized by the double-check of members in the pair. Although the effects of cooperative solving differed among the pairs, critical attitude was found to be effective in cooperative solving. In conclusion, cooperative solving entailed automatic verification of the problem which promoted problem solving ability. It also revealed any errors that may have been overlooked in individual solving, thus providing more chances to work out the problem at hand. These reasons provided powerful evidence that cooperative solving is an efficient method that should be employed in physics classes.