PBL수업에서 동료 간 친밀성이 과제활동에 미치는 영향 연구 -동료 평가에 나타난 협력성과 팀 기여도를 중심으로-
A Study on the Effect of Intimacy of Peers on Task Activities in PBL Class : focused on cooperativeness and team contribution in peer evaluation.
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This paper presents a study on effect of personal intimacy of peers on Task activities by peer evaluation in the class using Problem-Based Learning (henceforth PBL). Through PBL classes, students can improve their problem-solving skills, self-directed learning abilities, and cooperative interaction with others, as well as vivid knowledge of the subject. Particularly, the unity and cooperation of team members are important to solve complex and unstructured problems successfully. In this study, 40 students were teamed in two different ways to research the cooperation and contribution of the team. As a result of the study, when the team formation method was divided into the free choice type with high personal intimacy and the random type with no personal intimacy, there was a difference in cooperation between peers in the activities. The team with high intimacy members showed low peer evaluation whereas the team with low personal intimacy showed high peer evaluation. This means that the personal intimacy of the team members did not positively affect the team activities. Therefore, this study concludes that variables such as mutual respect and interest in the topic rather than the personal intimacy of learners are more effective in cooperation and problem solving in team activities. And this conclusion suggests to professor who arranges team activity in his/her class to search more effective factors than personal intimacy.
Abstract
This paper presents a study on effect of personal intimacy of peers on Task activities by peer evaluation in the class using Problem-Based Learning (henceforth PBL). Through PBL classes, students can improve their problem-solving skills, self-directed learning abilities, and cooperative interaction with others, as well as vivid knowledge of the subject. Particularly, the unity and cooperation of team members are important to solve complex and unstructured problems successfully. In this study, 40 students were teamed in two different ways to research the cooperation and contribution of the team. As a result of the study, when the team formation method was divided into the free choice type with high personal intimacy and the random type with no personal intimacy, there was a difference in cooperation between peers in the activities. The team with high intimacy members showed low peer evaluation whereas the team with low personal intimacy showed high peer evaluation. This means that the personal intimacy of the team members did not positively affect the team activities. Therefore, this study concludes that variables such as mutual respect and interest in the topic rather than the personal intimacy of learners are more effective in cooperation and problem solving in team activities. And this conclusion suggests to professor who arranges team activity in his/her class to search more effective factors than personal intimacy.
참고문헌 (24)
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