해결된 예제를 활용한 수학 협력학습이 중학생의 인지부하와 학습동기에 미치는 영향

Abstract

The purposes of this study were to investigate the effect of mathematics collaborative learning using worked examples on students' mathematics achievement and cognitive load, and to examine the influence of collaborative and individual learning environment on students' self-efficacy and interest. In addition, we wanted to analyze the differences between students' self-efficacy and interest according to their achievement level. To this end, we divided 282 middle school students into 4 groups (collaboration-example-example, collaboration–example-problem, individual-example- example, individual-example-problem), and provided them with the tasks about the use of quadratic function. The results of this study are as follows. First, when using the worked examples, there was no difference in mathematics achievement according to the environment of collaborative learning and individual learning. Second, albeit on the same condition of being given the worked examples, the external cognitive load of the collaborative learning group was lower than that of the individual learning. Particularly, when the students at the upper level do collaborative learning by using example-examples, they felt external cognitive load less compared to those in the individual learning environment. Lastly, the strategy using the worked examples had a positive effect on the self-efficacy and interest of lower-level students in the individual learning environment rather than that of collaborative learning.