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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.6, 2017년, pp.993 - 1003
Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpos...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
교류기억체계란? | , 2007). 즉, 교류기억체계는 그룹 구성원의 기억의 집합체이자 구성원 간의 상호작용과 의사소통에 대한 포괄적 시스템이다(Wegner, 1987). 이러한 교류기억체계는 개인의 기억체계가 갖는 한계를 극복하도록 해주기 때문에, 구성원 모두가 보다 풍부한 양질의 정보를 공유하는 효과가 있다. | |
교류기억체계의 효과는? | 즉, 교류기억체계는 그룹 구성원의 기억의 집합체이자 구성원 간의 상호작용과 의사소통에 대한 포괄적 시스템이다(Wegner, 1987). 이러한 교류기억체계는 개인의 기억체계가 갖는 한계를 극복하도록 해주기 때문에, 구성원 모두가 보다 풍부한 양질의 정보를 공유하는 효과가 있다. 또한 구성원 개개인이 가진 전문성을 집단이 사용할 수 있기 때문에(Shin& Suh, 2010), 높은 수준의 교류기억체계를 가지고 있을수록 그룹은 더 높은 성과를 보인다(Austin, 2003; Faraj & Sproull, 2000; Lewis,2004; Lewis et al. | |
협력적인 학습전이가 일어나기 조건에는 무엇이 있는가? | 협력적인 학습전이가 일어나기 위한 조건은 다음의 두 가지로 나누어 볼 수 있다. 첫째, 그룹 구성원들은 전이되어야 할 지식을 학습을 통해 배워서 알고 있어야 한다. 이상적으로는 모든 구성원들이 교수자가 의도한 수준과 양의 지식을 공유하고 있어야 한다. |
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