연구동향 분석
박사

과학 협동학습에서 집단주의 성향에 따른 소집단 구성의 교수 효과와 언어적 상호작용 = Instructional effect of the grouping by students collectivism and their verbal interactions in science cooperative learning

주영 2015년

논문상세정보
인용/피인용
' 과학 협동학습에서 집단주의 성향에 따른 소집단 구성의 교수 효과와 언어적 상호작용 = Instructional effect of the grouping by students collectivism and their verbal interactions in science cooperative learning' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • collectivism
  • conflict behavior
  • grouping method
  • science cooperative learning
  • verbal interaction
  • 갈등행동
  • 소집단 구성 방법
  • 언어적 상호 작용
  • 집단주의 성향
  • 협동학습
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
470 0

0.0%

' 과학 협동학습에서 집단주의 성향에 따른 소집단 구성의 교수 효과와 언어적 상호작용 = Instructional effect of the grouping by students collectivism and their verbal interactions in science cooperative learning' 의 참고문헌

  • 화학 개념 학습에서 협동적 CAI와 상호동료교수적 CAI의 효과: 개념 이해와 언어적 상호작용
    김경순 서울대학교 박사학위논문 [2005]
  • 협동학습이 중학생의 과학 지식,탐구 능력 및 학습 환경 인식에 미치는 효과
    이양락 서울대학교 박사학위논문 [1997]
  • 협동학습의 이론과 실제
    김광휘 변영계 서울: 학지사 [1999]
  • 협동학습에서 학생의 의사소통 불안에 따른 소집단 구성의 효과
    노태희 서인호 전경문 차정호 한재영 한국과학교육학회지, 20(1), 174-182 [2000]
  • 협동학습에서 언어적 행동과 학습 변인들 사이의 관계 및 협동학습에 대한 중학생들의 인식
    노태희 임희준 차정호 한국과학교육학회지, 21(3), 487-496 [2001]
  • 협동학습 전략에서 소집단 구성 방법의 효과
    노태희 박수연 임희준 차정호 한국과학교육학회지, 18(1), 61-70 [1998]
  • 협동학습 과정에서의 언어적 행동과 학업 성취도와의 관계
    노태희 박수연 임희준 한국과학교육학회지, 19(3), 367-376 [1999]
  • 협동 학습의 이해와 실천
    정문성 서울: 교육과학사 [2006]
  • 학생의 내ㆍ외향성에 따른 협동학습의 효과
    노태희 서인호 전경문 차정호 한재영 한국과학교육학회지. 20(1), 43-51 [2000]
  • 학생들의 집단주의 성향에 따른 협동학습 전략의 효과
  • 박사
    팀 수준에서의 직무갈등과 관계갈등
    성양경 서울대학교 석사학위논문 [2006]
  • 토론 과정에서 사회적 합의 형성을 강조한 개념 학습 전략:교수 효과 및 소집단 토론에서의 언어적 상호작용
    강석진 서울대학교 박사학위논문 [2000]
  • 초등학교 자연 수업에서 학생 중심의 활동을 강조한 협동학습의 교수 효과
    노태희 박수연 임희준 한국과학교육학회지, 18(2), 201-208 [1998]
  • 박사
    초등학교 과학 수업에서 학생들의 집단주의 성향에 따른 협동학습전략의 효과
    이은진 전주교육대학교 석사학위논문 [2013]
  • 청소년의 도덕적 정서와 문화성향에 따른 지인 및 타인에대한 친사회적 행동에 관한 연구
    박서영 박성연 한국심리학회지: 발달, 25(2), 85-106 [2012]
  • 집단주의-개인주의 이론의 현황과 그 전망
    한규석 한국심리학회지 일반, 10(1),1-19 [1991]
  • 중학생의 과학 실험 수업에서 소집단 구성 크기가 과학 탐구 능력과 과학 태도에 미치는 효과
    김범기 김정일 청람과학교육연구논총, 14(1), 68-82 [2004]
  • 중학교 과학수업에 적용한 Jigsaw 협동학습의 효과
    박종윤 유혜숙 한국과학교육학회지, 21(3), 635-647 [2001]
  • 중학교 과학 영역에서 성별에 따른 소집단 구성방법의 협동학습에 대한 효과
    이윤미 한국지구과학회지, 24(3), 141-149 [2003]
  • 중학교 과학 수업에서 TGT 협동학습의 교수 효과
    권은경 노태희 한재영 열린교육연구, 12(2), 1~34 [2004]
  • 자연사관 관람에서 중학생 소집단의대화적 탐구에서 나타나는 상호작용 유형
    김찬종 박은지 이선경 이주연 정원영 ( Won Young Jung ) 한국지구과학회지, 30(7), 909-920 [2009]
  • 이해와 검토 단계를 강조한 비유 실험 설계전략을 활용한 탐구수업에서 나타나는 과학영재 사이의 언어적상호작용 분석
    노태희 유지연 ( Ji Yeon You ) 한국과학교육학회지, 32(4), 671-685 [2012]
  • 왜 구성주의인가 : 정보화시대와 학습자중심의 교육환경
    강인애 서울:문음사 [1997]
  • 소집단 협동학습에서 성격유형별 집단구성방법이 수학적 태도 및 성취도에 미치는 영향
    박성선 ( Sung Sun Park ) 오윤숙 ( Yun Suk Oh ) 한국수학교육학회지 시리즈 E: 수학교육논문집,22(2), 211-227 [2008]
  • 소집단 구성 방식이 자유 탐구 수행에 미치는 영향: 소집단 구성 방식을 달리한 두 중학교의 사례
    박재용 ( Jae Yong Park ) 이기영 ( Ki Young Lee ) 한국과학교육학회지, 32(4), 686-702 [2012]
  • 박사
    소집단 과학 학습에서 유화성에 따른 집단 구성의 교수 효과 및 언어적 상호작용
    한재영 서울대학교 박사학위 논문 [2003]
  • 세계의 문화와 조직[Cultures and organizations: Software ofthe mind](차재호, 나은영 역)
    Hofstede, G. 서울: 학지사(원전은 1991에 출판) [1995]
  • 세계의 문화와 조직: 정신의소프트웨어[Cultures and organizations: Software of the mind. 3rd ed.](차재호, 나은영 역)
    Hofstede, G. Hofstede, G. J. Minkov, M. 서울: 학지사(원전은 2010에 출판) [2014]
  • 성별 소집단 구성에 따른 상호작용 사례 연구
  • 생물 단원에서 협동학습을 활용한 STS 수업이 중학생들의탐구력 및 학습태도에 미치는 효과
    강상순 한승효 과학교육연구논총, 25(1), 1-19 [2009]
  • 사회적 상호작용을 강조한과학 탐구 실험 과정에서 학생-학생 상호작용 양상 분석
    강성주 성숙경 이상권 이현영 장상실 최병순 한국과학교육학회지,22(3), 660-670 [2002]
  • 구성주의 인식론의 이론적 배경
    곽영순 한국지구과학회지, 22(5), 427-447 [2001]
  • 교육에서의 질적 연구 : 방법과 적용
    김영천 이용숙 서울: 교육과학사 [1998]
  • 교육과학기술부 과학과 교육과정(별책 9)
    교육과학기술부 고시 제 2011-361호 [2011]
  • 교육과학기술부 2009 개정 교육과정에 따른 중학교 교육과정(별책 3)
    교육과학기술부 고시 제2011-361호 [2011]
  • 과학실험수업에서 포용적 리더가 모둠의 상호작용에미치는 영향
    박주영 성숙경 최병순 한국과학교육학회지, 30(1), 124-139 [2010]
  • 과학교사들이 진단한 과학과 협동학습의 실태
    곽영순 한국지구과학회지,22(5), 360-376 [2001]
  • 과학 협동학습에서 중학생들의 집단주의 성향에 따른집단 구성의 효과 및 학생들의 인식
    김경순 노태희 주영 한국과학교육학회지, 32(10), 1551-1566 [2012]
  • 과학 수업에서의 협동학습: 교수 효과와 소집단의 언어적 상호작용
    임희준 서울대학교 박사학위논문 [1998]
  • 과제 지향 보상을 활용한 협동학습에서 소집단 활동 점검 과정이 중학교 과학 수업에 미치는 효과
    김경순 노태희 윤선애 한재영 한국과학교육학회지, 24(5), 843-850 [2004]
  • 공교육을 통한 인성교육 강화 방안
    장사형 교육철학, 43, 193-222 [2011]
  • 고등학교 지구과학 탐구활동에서 학습자의 특성과 상호작용 양식에 따른 반성적 탐구의 차이
    박미라 ( Mi Ra Park ) 정진우 ( Jin Woo Jeong ) 한국지구과학회지, 30(3), 366-380 [2009]
  • 고등학교 과학과목의 수준별 교육 과정 운영에서 소집단 구성에 따른 협동 학습의 효과
    김영수 오경의 한국생물교육학회지, 31(3), 265-271 [2003]
  • 개념학습에 적용한 협동학습 전략에서 소집단 구성방법의 효과
    노태희 전경문 정태호 차정호 최용남 한재영 한국과학교육학회지, 19(3), 400-408 [1999]
  • “아동의 교류양상에 대한 분석: 집단주의?개인주의 이론의 적용,”
    오점조 한규석 한국심리학회지: 사회, 7(1), 185-197 [1993]
  • von Galsersfeld, E. (2005). Introduction: Aspects of constructivism. In C, T.Fosnot (Ed.), Constructivism. 2nd ed. (pp. 3-7). New York, NY: TeachersCollege Press.
  • van Knippenberg, D., De Dreu, D. K. W., & Homan, A. C. (2004). Work groupdiversity and group performance: An integrative model and researchagenda. Journal of Applied Psychology, 89(6), 1008?1022.
  • 박사
    Work versus relationships among individualists and collectivists
    박지영 서울대학교 석사학위논문 [2006]
  • Wink, P. (1997). Beyond ethnic differences: Contextualizing the influence ofethnicity on individualism and collectivism. Journal of Social Issues, 53(2),329-350.
  • Webb, N. M., Nemer, K. M., & Chizhik, A. W. (1998). Equity issues incollaborative group assessment: Group composition and performance.American Educational Research Journal, 35(4), 607-651.
  • Webb, N. M., & Farivar, S.(1994). Promoting helping behavior in cooperativesmall group in middle school mathematics. American Educational ResearchJournal, 31(3), 369-395.
  • Webb, N. M. (1991). Task-related verbal interaction and mathematics learning insmall groups. Journal for Research in Mathematics Education, 22(5), 366?389.
  • Webb, N. M. (1989). Peer interaction and learning in small groups. InternationalJournal of Educational research, 13(1), 21?39.
  • Webb, N. M. (1985). Student interaction and learning in small groups: Aresearch summary. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz,C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn(pp. 147-172). New York, NY: Plenum Press.
  • Watson, W. E., Kumar, K., & Michaelson, L. K. (1993). Cultural diversity'simpact on interaction process and performance: Comparing homogeneousand diverse task groups. Academy of Management Journal, 36(3), 590-602.
  • Wagner, J. A., Ⅲ. (1995). Studies of individualism-collectivism: Effects oncooperation in groups. Academy of Management Journal, 38(1), 152-172.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychologicalprocesses (pp. 79-91). Cambridge, MA: Harvard University Press.
  • Van Boxtel, C., Van der Linden, J., & Kanselaar, G. (2000). Collaborativelearning tasks and the elaboration of conceptual knowledge. Learning andInstruction, 10(4), 311?330.
  • Triandis, H. C., McCuster, C., Betancourt, H., Iwao, S., Leung, K., Salazar, J. M.,Setiadi, B., Sinha, J. B. P., Touzard, H., & Zaleski, Z. (1993). An etic-emicanalysis of individualism and collectivism. Journal of Cross-CulturalPsychology, 24(3), 366-383.
  • Triandis, H. C., Leung, K., Villareal, M. J., & Clack, F. L. (1985). Allocentricversus idiocentric tendencies: Convergent and discriminant validation.Journal of Research in Personality, 19, 395-415.
  • Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988).Individualism and collectivism: Cross-cultural perspectives on self-ingrouprelationships. Journal of Personality and Social Psychology, 54(2), 323-338.
  • Triandis, H. C., & Suh, E. (2002). Cultural influences on personality. AnnualReview of Psychology, 53, 133-160.
  • Triandis, H. C., & Gelfand, M. J. (1998). Converging measurement of horizontaland vertical individualism and collectivism. Journal of Personality and SocialPsychology, 74(1), 118-128.
  • Triandis, H. C. (2001). Individualism-collectivism and personality. Journal ofPersonality, 69(6), 907-924.
  • Triandis, H. C. (1996). The psychological measurement of cultural syndromes.American Psychologist, 51(4), 407-415.
  • Triandis, H. C. (1995). Individualism and collectivism (pp. 43-80). Boulder, CO:Westview Press.
  • Triandis, H. C. (1990). Cross-cultural studies of Individualism and collectivism.In J. Berman (Ed.), Nebraska symposium in motivation, 1989 (pp. 41-133).Lincoln: University of Nebraska Press.
  • Triandis, H. C. (1989). The self and social behavior in differing cultural context.Psychological Review, 96(3), 506-520.
  • Triandis, H. C. (1988). Collectivism vs. individualism: A reconceptualization of abasic concept in cross-cultural psychology. In G. K. Verma & C. Bagley(Eds.), Cross-cultural studies of personality, attitides and cognition (pp. 60-95).London: MacMillan.
  • Triandis, H. C. (1986). Collectivism vs. individualism: A reconceptualization of abasic concept in cross-cultural psychology. In C. Bagley & G. K. Verma(Eds.), Personality, cognition, and values: Cross-cultural perspectives of childhoodand adolescence. London: MacMillan.
  • Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., &Karagiannidou, E. (2011). Cooperative learning in science: Intervention inthe secondary school. Research in Science & Technological Education, 29(1),91?106.
  • Ting-Toomey, S., Gao, G., Trubinsky, P., Yang, Z., Kim, H. S., Lin, S. L., &Nishida, T. (1991). Culture, face maintenance, and styles of handlinginterpersonal conflict: A study in five cultures. The International Journal ofConflict Management, 2(4), 275-296.
  • Ting-Toomey S. (1994). Managing intercultural conflicts effectively. In L.Samovar, & R. Porter (Eds.), Intercultural communication: A reader (pp.360-372). Belmont, CA: Wadsworth Pub.
  • Thurston, A., Christie, D., Karagiannidou, E., Murray, P., Tolmie, A., & Topping,K. (2010). Enhancing outcomes in school science for pupils duringtransition from elementary school using cooperative learning. MiddleGrades Research Journal, 5(1), 19?32.
  • Tao, P. K., & Gunstone, R. F. (1999). Conceptional change in science throughcollaborative learning at the computer. International Journal of ScienceEducation, 21(1), 39-57.
  • Tafarodi, R. W., Lang, J. M., & Smith, A. J. (1999). Self-esteem and the culturaltrade-off: Evidence for the role of individualism-collectivism. Journal ofCross-Cultural Psychology, 30(5), 620-640.
  • Tafarodi, R. W., & Walters, P. (1999). Individualism-collectivism, life events, andself-esteem: A test of two trade-offs. European Journal of Social Psychology,29(5-6), 797-814.
  • Tafarodi, R. W., & Swann, W. B. (1996). Individualism-collectivism and globalself-esteem: Evidence for a cultural trade-off. Journal of Cross-CulturalPsychology, 27(6), 651-672.
  • Strom, P. S., Thompson, M. E., & Strom, R. D. (2013). Teamwork evaluation bymiddle grade students in inclusive classrooms. Middle Grades ResearchJournal, 8(3), 83?97.
  • Stamovlasis, D., Dimos, A., & Tsaparlis, G. (2006). A Study of Group InteractionProcesses in Learning Lower Secondary Physics. Journal of Research inScience Teaching, 43(6), 556-576.
  • Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. 2nd ed.Boston : Allyn and Bacon.
  • Sharan, Y. (2010). Cooperative learning for academic and social gains: Valuedpedagogy, problematic practice. European Journal of Education, 45(2),300-313.
  • Segal, M. (1979). Corss-cultural psychology: Human behavior in global perspective.Montery, CA: Books/Cole Publishing Co.
  • Schwartz, S. H. (1994). Beyond individualism and collectivism: New culturaldimensions of values. In U. Kim, H. C. Triandis, C. Kagitchbasi, S-C.Choi, & G. Yoon (Eds.), Individualism and collectivism: Theory, method, andapplications. (pp. 85-122). Newbury Park, CA: Sage.
  • Schwartz, S. H. (1992). Universals in the content and structure of values:Theoretical advances and empirical tests in 20 countries. In M. P. Zanna(Ed.), Advances in experimental social psychology. Vol. 25, (pp. 1?65). SanDiego: Academic Press.
  • Schwartz, S. H. (1990). Individualism-collectivism. Critique and proposedrefinements. Journal of Cross-Cultural Psychology, 21(2), 139-157.
  • Schulz-Hardt, S., Jochims, M., & Frey, D. (2002). Productive conflict in groupdecision making: Genuine and contrived dissent as strategies to counteractbiased information seeking. Organizational Behavior and Human DecisionProcesses, 88(2), 563-586.
  • Santagata, R., & Stigler, J. W. (2000). Teaching mathematics: Italian lessons fromcross-cultural perspective. Mathematical Thinking and Learning, 2(3), 191?208.
  • Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting earlyadolescents' achievement and peer relationships: The effects ofcooperative, competitive, and individualistic goal structures. PsychologicalBulletin, 134(2), 223-246.
  • Reykowski, J. (1994). Collectivism and individualism as dimensions of socialchange. In U. Kim, H. C. Triandis, C. Kagitchbasi, S-C. Choi, & G. Yoon(Eds.), Individualism and collectivism: Theory, method, and applications. (pp.276-292). Newbury Park, CA: Sage.
  • Rapisarda, B. A. (2002). The impact of emotional intelligence on work teamcohesiveness and performance. The International Jounal of OrganizationalAnalysis, 10(4), 363-379.
  • Putnam, L. L. (1986). Conflict in group decision-making. In R. Y. Hirokawa, &M. S. Poole (Eds.), Communication and group decision-making (pp. 175-196).Beverly Hills, CA: Sage.
  • Putnam, J. (1997). Cooperative learning in diverse classrooms (pp. 135-139). UpperSaddle River, NJ: Merrill, Prentice-Hall.
  • Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism:Development tools for an effective classroom. Education, 130(2), 241-250.
  • Petress, K. (2004). The benefits of group study. Education, 124(4), 587?589.
  • Oliveira, A. W., & Sadler, T. D. (2008). Interactive patterns and conceptualconvergence during student collaborations in science. Journal of Research inScience Teaching, 45(5), 634-658.
  • Oetzel, J. G. (1998b). Explaining individual communication processes inhomogeneous and heterogeneous groups through individualismcollectivismand self-construal. Human Communication Research, 25(2),202-224.
  • Oetzel, J. G. (1998a). Culturally homogeneous and heterogeneous groups:Explaining communication processes through individualism-collectivismand self-construal. International Journal of Intercultural Relations, 22(2),135-161.
  • Oetzel, J. G. (1997). Explaining conflict styles in small groups through self-construal.Paper presented at the meeting of the Western States CommunicationAssociation, Monterey Bay, CA.
  • Oetzel, J. G. (1995). Intercultural small groups: An effective decision-makingtheory. In R. L. Wiseman (Ed.), Intercultural communication theories (pp.247-270). Newbury Park, CA: Sage.
  • Nadler, L. B., Keeshan-Nadler, M., & Broome, B. J. (1985). Culture and themanagement of conflict situations. In W. Gudykunst, L. Stewart, & S.Ting-Toomey (Eds.), Communication, culture, and organizational processes (pp.87-113). Beverly Hills, CA: Sage.
  • Moon, K-S. (2005). Identity style and psychological well-being among Koreanadolescents: Moderating role of individualism and collectivism. Doctoraldissertation, University of Wisconsin-Madison.
  • Mills, J., & Clark, M. S. (1982). Exchange and communal relationships. In L.Wheeler (Ed.), Review of personality and social psychology Vol. 3, (pp. 121-144). Bevery Hills, CA: Sage.
  • Miller, J. G. (1994). Cultural diversity in the morality of caring: Individually-orientedversus duty-oriented interpersonal codes. Cross-Cultural Research, 28(1), 3-39.
  • Micari, M., Pazos, P., Streitwieser, B., & Light, G. (2010). Small-group learning inundergraduate STEM disciplines: effect of group type on studentachievement. Educational Research and Evaluation, 16(3), 269-286.
  • Merritt,A.(2000).Culture in the cockpit:Do Hofstede's dimensions replicate?JournalofCross-CulturalPsychology31(3),283-301.
  • Mead, M. (1967). Cooperation and competition among primitive peoples. Boston, MA:Beacon.
  • McGrath, J. E. (1964). Social psychology: A brief introduction. NewYork: Holt.Rinehart and Winston.
  • Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications forcognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
  • Lumpe, A. T., & Staver. J. R. (1995). Peer collaboration and conceptdevelopment?learning about photosynthesis. Journal of Research in ScienceTeaching, 32(1), 71?98.
  • Lonning, R. A. (1993). Effect of cooperative learning strategies on student verbalinteractions and achievement during conceptual change instruction in 10thgrade general science. Journal of Research in Science Teaching, 30(9), 1087?1101.
  • Lei, S. A., Kuestermeyer, B. N., & Westmeyer, K. A. (2010). Group compositionaffecting student interaction and achievement: Instructors’ perspectives.Journal of Instructional Psychology, 37(4), 317-325.
  • Lazarowitz, R., Hertz-Lazarowitz, R., & Baird, J. H. (1994). Learning science in acooperative setting: Academic achievement and affective outcomes. Journalof Research in Science Teaching, 31(10), 1121?1131.
  • Kyprianidou, M., Demetriadis, S., Tsiatsos, T., & Pombortsis, A. (2012). Groupformation based on learning styles: Can it improve students’ teamwork?Education Technology Research and Development, 60(1), 83?110.
  • Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013).A meta-analysis of the effects of face-to-face cooperative learning. Dorecent studies falsify or verify earlier findings? Educational Research Review,10, 133?149.
  • Kutnick, P., Blatchford, P., & Baines, E. (2002). Pupil groupings in primaryschool classrooms: Sites for learning and social pedagogy? BritishEducational Research Journal, 28(2), 187?206.
  • Kluckhohm, F., & Strodtbeck, I. (1961). Variations in value orientations. New York:Harper & Row.
  • Kirkman, B. L., & Shapiro, D. L. (2001). The impact of team members’ culturalvalues on productivity, cooperation, and empowerment in self-managingwork teams. Journal of Cross-Cultural Psychology, 32(5), 597?617.
  • Kirkman, B. L., & Shapiro, D. L. (1997). The impact of cultural values onemployee resistance to teams: Toward a model of globalized self-157 -managing work team effectiveness. Academy of Management Review, 22(3),730-757.
  • Kirchmeyer, C., & Cohen, A. (1992). Multicultural groups: Their performanceand reactions with constructive conflict. Group and OrganizationManagement, 17(2), 153-170.
  • King, E. B., Hebl, M. R., & Beal, D. J. (2009). Conflict and cooperation indiverse workgroups. Journal of Social Issues, 65(2), 261-285.
  • Kim, M. S. (1994). Cross-cultural comparisons of the perceived importance ofconversational constraints. Human Communication Research, 21(1), 128-151.
  • Keller, J. M., & Subhiyah, R. (1993). Course interest survey. Florida StateUniversity.
  • Johnson. D. W., & Johnson. R. T.(2002), Learning Together and Alone: Overview and Metaanalysis, Asia Pacific Journal of Education, 22(1), 95-105.
  • Johnson, R. T., & Johnson, D. W. (1999). Learning together and alone: Cooperative,competitive and individualistic learning. 5th ed. Boston: Allyn and Bacon.
  • Johnson, R. T., & Johnson, D. W. (1989). Cooperation and competition: Theory andresearch. Edina, MN: Interaction Book.
  • Johnson, D. W., Johnson, R., Dudley, B., Mitchell, J., & Fredrickson, J. (1997).The Impact of conflict resolution training on middle school students. TheJournal of Social Psychology, 137(1), 11-21.
  • Johnson, D. W., Johnson, R. T., Holubec, E. J., & Roy, P. (1984). Circles oflearning. Alexandria, VA: Association for Supervision and CurriculumDevelopment.
  • Johnson, D. W., Johnson, R. T., & Taylor, B. (1993). Impact of cooperative andindividualistic learning on high-ability students’ achievement, self-esteem,and social acceptance. Journal of Social Psychology, 133(6), 839?844.
  • Johnson, D. W., Johnson, R. T., & Roseth, C. (2010). Cooperative learning inmiddle schools: Interrelationship of relationships and achievement. MiddleGrades Research Journal, 5(1), 1?18.
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts and bolts ofcooperative learning. Minnesota: Interaction Book Company.
  • Johnson, D. W., & Norem-Hebeisen, A. (1977). Attitudes toward interdependenceamong persons and psychological health. Psychological Reports, 40(3),843-850.
  • Johnson, D. W., & Johnson, R., T. (2004). Peer influences. In W. Craighead & C.Nemeroff (Eds.), The concise Corsini encyclopedia of psychology and behavioralscience. 3rd ed. (pp. 673-675). Hoboken, NJ: John Wiley & Sons.
  • Johnson, D. W., & Johnson, R. T. (1997b). Learning to lead teams: Developingleadership skills. Edina, MN: Interaction Book Company.
  • Johnson, D. W., & Johnson, R. T. (1986). Computer-assisted cooperative learning.Educational Technology, 26(1), 12-18.
  • Johnson, D. W., & Johnson, F. P. (2009). Joining together : group theory and groupskills. 10th ed. Upper Saddle River, N. J.: Pearson Education.
  • Johnson, D. W., & Johnson, F. P. (1997a). Joining together: Group theory and groupskills. 6th ed. MA: Allyn & Bacon.
  • Johnson, D. W. (2000) Reaching out: Interpersonal effectiveness and self-actualization.7th ed. Needham Heights: Allyn and Bacon.
  • Jegede, O. J., & Okebukola, P. A. (1991). Differences in socioculturalenvironment perceptions associated with gender in science classroom.Journal of Research in Science Teaching, 29, 1-7.
  • Jegede, O. J. (1999). World view, collateral learning and the use of science andtechnology for national development. In M. A. Clements, & Y. P. Leong(Eds.) Cultural and Language Aspects of Science, Mathematics and TechnicalEducation. (pp. 71?86). University Brunei: Darussalam.
  • Janis, I. L. (1982). Victims of groupthink: A psychological study of foreign-policydecisions and fiascoes (2nd ed.). Boston, MA: Houghton.
  • Inkeles, A., & Levinson, D. (1969). National character: The study of modalperspective and sociocultural systems. In G. Lindzey, & E. Aronson (Eds.),The Handbook of social psychology. 2nd ed. vol 4. reading, MA:Addison-Wesley (Original work published 1954).
  • Hui, C. H. (1988). Measurement of individualism-collectivism. Journal of Researchin Personality, 22(1), 17-36.
  • Hui, C. H. (1984). Individualism-collectivism: Theory, measurement and its relation toreward allocation. Doctoral dissertation, University of Illinois,Urbana-Champaign.
  • Hui, C. H & Triandis, H. C.(1986). individualism-collectivism: A Study of Cross-Cultural Researchers. Journal of cross-cultural psychology, 17(2), 225-248.
  • Hoppe, M. H. (1990). A comparative study of country elites: International differencesin work-related values and learning and their implications for managementtraining and development. Doctoral dissertation, University of NorthCarolina at Chapel Hill.
  • Holt, J. L., & DeVore, C. J. (2005). Culture, gender, organizational role, andstyles of conflict resolution: A meta-analysis. International Journal ofIntercultural Relations, 29, 165-196.
  • Hofstede, G. H. (1991), Culture and organizations: Software of the mind. London:McGraw-Hill.
  • Hofstede, G. (1980). Culture's consequences: International differences in work-relatedvalues. Beverly Hills: Sage.
  • Ho, D. Y. F., & Chiu, C. Y. (1994). Component ideas of individualism andcollectivism, and social organization: An application in the study ofChinese culture. In U. Kim, H. C. Triandis, C. Kagitchbasi, S-C. Choi, &G. Yoon (Eds.), Individualism and collectivism: Theory, method, andapplications. (pp. 137-156). Thousand Oaks, CA: Sage.
  • Hastings, N., & Schwieso, J. (1995). Tasks and tables: The effects of seatingarrangements on task engagement in primary classrooms. EducationalResearch, 37(3), 279?291.
  • Harris, P. (1989). Contexts for change in cross-cultural classrooms. In N. F.Ellerton, & M. A. Clement (Eds.), School of Mathematics: The Challenge toChange (pp. 79-96). Geelong: Deakin University, Australia.
  • Hanze, M., & Berger, R. (2007). Cooperative learning, motivational effects, andstudent characteristics: An experimental study comparing cooperativelearning and direct instruction in 12th grade physics classes. Learning andInstruction, 17(1), 29?41.
  • Han, G., & Park, B. (1995). Children's choice in conflict: Application of thetheory of individualism-collectivism. Journal of Cross-Cultural Psychology,26(3), 298-313.
  • Hall, E. T. (1976). Beyond Culture, New York: Doubleday.
  • Hackman, J. R. (1987) The design of work teams. In J. W. Lorsch (Ed.),Handbook of Organizational Behavior (pp. 315-342). Englewood Cliffs, NJ:Prentice-Hall.
  • Gundlach, M., Zivnuska, S., & Stoner, J. (2006). Understanding the relationshipbetween individualism-collectivism and team performance through anintegration of social identity theory and the social relations model. HumanRelations, 59(12), 1603-1632.
  • Gudykunst, W. B., Yoon, Y. C., & Nishida, T. (1987). The influence ofIndividualism-collectivism on perceptions of communication in ingroupand outgroup relationships. Communication monographs, 54(3), 295-306.
  • Gudykunst, W. B., Ting-toomey, S., & Chua, E. (1988). Culture and interpersonalcommunication. Newbury Park, CA: Sage.
  • Gudykunst, W. B., Matsumoto, Y., Ting-Toomey, S., Nishida, T., Kim, K., &Heyman, S. (1996). The influence of cultural individualism-collectivism,self construals, and individual values on communication styles acrosscultures. Human Communication Research, 22(4), 510-543.
  • Gillies, R. M. (2008). The effects of cooperative learning on junior high schoolstudents' behaviours, discourse and learning during a science-basedlearning activity. School Psychology International, 29(3), 328-347.
  • Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior highschool students during small-group learning. Journal of EducationalPsychology, 95(1), 137?147.
  • Gibson, C. B. (1999). Do they do what they believe they can? Group efficacy and groupeffectiveness across tasks and cultures. Academy of Management Journal, 42,138-152.
  • Garbrenya, W. K., & Barba, L. (1987). Cultural differences in social interaction during groupproblem solving. Paper presented at the annual meeting of the SoutheasternPsychological Association. Atlanta, GA. (ED 283111)
  • Fraser, B. J., & Fisher, D. L. (1986). Using short forms of classroom climateinstruments to assess and improve classroom psychosocial environment.Journal of Research in Science Teaching, 23(5), 387-413.
  • Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory oflearning. In C. T. Fosnot (Ed.), Constructivism. 2nd ed. (pp. 8-38). NewYork, NY: Teachers College Press.
  • Fisher, D. L., & Waldrip, B. G. (2002). Cultural factors of classroom learningenvironments, and student outcomes in science. In S. C. Goh, & M. S.Khine (Eds.), Studies in Educational Learning Environment: An InternationalPerspective. Singapore: World Scientific International.
  • Fisher, D. L., & Waldrip, B. G. (1999). Cultural factors of science classroomlearning environments, teacher?student interactions and student outcomes.Research in Science and Technological Education, 17(1), 83?96.
  • Fisher, D. L., & Waldrip, B. G. (1997). Assessing culturally sensitive factors inlearning environments of science classrooms. Research in Science Education,27(1), 41?48.
  • Engleberg, I. N., & Wynn, D. R. (2010). Working in groups: Communicationprinciples and strategies. 5th ed. Boston: Allyn & Bacon.
  • Eichinger, D. C., Anderson, C. W., Palinscar, A. S., & David, Y. M. (1991). Anillustration of the roles of content knowledge, scientific argument, and socialnorms in collaborative problem solving. Paper presented at the annualmeeting of the American Educational Research Association.
  • Eby, L. T., & Dobbins, G. H. (1997). Collectivistic orientation in teams andindividual and group-level analysis. Journal of Organizational Behavior, 18(3),275-295.
  • Ebrahim, A. (2012). The effect of cooperative learning strategies on elementarystudents’ science achievement and social skills in Kuwait. InternationalJournal of Science and Mathematics Education, 10, 293-314.
  • Earley, P. C. (1993). East meets west meets mideast: Further explorations ofcollectivistic and individualistic work groups. Academy of ManagementJournal, 36(2), 319-348.
  • Earley, P. C. (1989). Social loafing and collectivism: A comparison of the UnitedStates and the People's Republic of China. Administrative Science Quarterly,34(4), 565-581.
  • Doymus, K. (2008). Teaching chemical bonding through jigsaw cooperativelearning. Research in Science & Technological Education, 26(1), 47?57.
  • Ding, N., & Harskamp. E. (2006). How partner gender influences femalestudents’ problem solving in physics education. Journal of Science Educationand Technology, 15(5), 331?343.
  • Dhindsa, H. S., & Fraser, B. J. (2004). Socio-cultural factors of pre-serviceteachers’ learning environments. Learning Environment Research: AnInternational Journal, 7, 165-181.
  • Dhindsa, H. S. (2005). Cultural learning environment of upper secondary sciencestudents. International Journal of Science Education, 27(5), 575-592.
  • Deutsch, M. (1969). Conflicts: Productive and destructive. Journal of Social Issues,25(1), 7-41.
  • Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educatingother people’ children. Harward Educational Review, 58(3), 280?298.
  • De Dreu, C. K. W., & Weingart, L. R. (2003). Task versus relationship conflict,team performance, and team member satisfaction: A meta-analysis.Journal of Applied Psychology, 88(4), 741-749.
  • Dace, K. L. (1990). The conflict-group decision-making link: An exploratory study.Doctoral dissertation, University of Iowa.
  • Dabul, A. J., Bernal, M. E., & Knight, G. P. (1995). Allocentric and idiocentricself-description and academic achievement among Mexican American andanglo American adolescents. The Journal of Social Psychology, 135(5), 621-630.
  • Cox, T. H., Lobel, S. A., & McLeod, P. L. (1991). Effects of ethnic group culturaldifferences on cooperative and competitive behavior on a group task.Academy of Management Journal, 34(4), 827-847.
  • Cowie, H., & Rudduck, J. (1988). Cooperative group work: An overview-School andclassroom studies. London, UK: BP Educational Services.
  • Cohen, E. G. (1994). Restructuring the classroom: Conditions for productivesmall groups. Review of Educational Research, 64, 1?35.
  • Cobb, P. (2005). Where is th mind? A coordination of sociocultural andcognitive constructivist perspectives. In C. T. Fosnot (Ed.), Constructivism.2nd ed. (pp. 39-57). New York, NY: Teachers College Press.
  • Chizhik, A. W. (1999). Can students work together equitably? An analysis oftask effects in collaborative group work. Social Psychology of Education, 3,63?79.
  • Chen, C. C., Chen, X.-P., & Meindl J. R. (1998). How can cooperation befostered? The cultural effects of individualism-collectivism. The Academy ofManagement Review, 23(2), 285-304.
  • Chatman, J. A., & Barsade, S. G. (1995). Personality, organizational culture, andcooperation: Evidence from a business simulation. Administrative ScienceQuarterly, 40, 423-443.
  • Chang, H. P., & Lederman. N. G. (1994). The effects of levels of cooperationwithin physical science laboratory groups on physical science achievement.Journal of Research in Science Teaching, 31(2), 167?181.
  • Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: Achallenge for science teacher preparation programs. Science Education, 86(6),821?839.
  • Brody, C., & Davidson, N. (1998). Introduction: Professional development andcooperative learning. In C. Brody, & N. Davidson (Eds.), Professionaldevelopment for cooperative learning: Issues and approaches. Albany, NY: SunyPress.
  • Bowers, C. A., Pharmer, J. A., & Salas, E. (2000). When member homogeneity isneeded in work team: A meta-analysis. Small Group Research, 31(3),305-327.
  • Bowen, R. B. (2000). Recognizing and rewarding employees. New York:McGraw-Hill.
  • Bontempo, R., & Rivero, J. C. (1992). Cultural variation in cognition: The role of selfconceptin the attitude behavior link. Paper presented at the August meeting of theAmerican Academy of Management, Las Vegas, Nevada.
  • Bloom, A. (1984). Caution-the words you use may effect what you say: Aresponse to Au. Cognition, 17(3), 275-302.
  • Bilgin, I., & Geban, O. (2006). The effect of cooperative learning approach basedon conceptual change condition on students’ understanding of chemicalequilibrium concepts. Journal of Science Education and Technology, 15, 31-46.
  • Berger, R., & Hanze, M. (2009). Comparison of two small-group learningmethods in 12th grade physics classes focusing on intrinsic motivationand academic performance. International Journal of Science Education, 31(11),1511?1527.
  • Bell, S. T. (2007). Deep-level composition variables as predictors of teamperformance: A meta-analysis. Journal of Applied Psychology, 92(3), 595-615.
  • Balfakih, N. M. A. (2003). The effectiveness of student team-achievement division(STAD) for teaching high school chemistry in the United Arab Emirates.International Journal of Science Education, 25(5), 605?624.
  • Aydin, S. (2011). Effect of cooperative learning and traditional methods onstudents’ achievements and identification of laboratory equipments inscience technology laboratory course. Educational Research and Reviews, 6(9),636-644.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Alavi, S. B., & McCormick, J. (2004). Theoretical and measurement issues forstudies of collective orientation in team context. Small Group Research, 35,111?127.
  • Acar, B., & Tarhan, L. (2008). Effects of cooperative learning on students’understanding of metallic bonding. Research in Science Education, 38, 401?420.
  • Acar, B., & Tarhan, L. (2007). Effect of cooperative learning strategies onstudents’ understanding of concepts in electrochemistry. InternationalJournal of Science and Mathematics Education, 5(2), 349?373.
  • Abram, P., Scarloss, B., Holthuis, N., Cohen, E., Lotan, R., & Schultz, S. E.(2002). The use of evaluation criteria to improve academic discussion incooperative groups. Asia Pacific Journal of Education, 22(1), 16-27.
  • 21세기 교육의 큰 두 개의 축: 창의력 교육과 인성교 육
    우종옥 파주: 교육과학사 [2010]