(Team-Based Learning) * So-Youn Park Mikyung Park ** Han-Soo Kim Yoonseok Shin Hyunseok Jang Jung Jin Choi Kyonggi University ARTICLE INFO Article history: Received Feb 28 2017 Revised Mar 26 2017 Accepted Mar 28 2017 Keywords: Team-Based Learning, Communicative competency, Problem-solving capacity, self-directed learning : (Team-Based Learning),,, ABSTRACT This research aims to examine the application and effectiveness of Team-Based Learning (TBL) proposed by Parmelee and Michaelsen in Social Welfare and English Literature classes. TBL has proved to be effective in Nursing and Architecture classes, but has no certainty of applicability in social sciences and the humanities. In the case of Medical Social Business, a sophomore class of Social Welfare major, 19 sophomore students form 4 teams and 5 TBL classes. In the case of Introduction to English Literature, a freshman class of English major, 53 students form 12 teams and 3 TBL classes. As for social welfare major, except learning attitude, TBL statistically significantly influenced communicative competency, problem-solving capacity, and self-directed learning. However, TBL was not statistically significant for English major. The result implies that English major requires a different teaching method considering the characteristics and purposes of literature class, which encourages diverse and creative interpretation of literary texts and critical thinking in addition to knowledge acquisition. Hence, there is a compelling need for further research about the application of TBL to the humanities including English linguistics and grammar. Parmelee Michaelsen(2010) (team-based learning).,,,. 2 19. 1 53 12.,,,.,...,. * CTD. ** Corresponding author: mkpark@kgu.ac.kr
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팀기반학습 의적용과효과성연구 63 C., < 2>. 1. (2003).,,,, 49. (1 ) (5 ) Likert 5. 1-3, 1-4, 4-1, 4-2, 4-4, 4-5. 49. (Cronbach's ) 0.81 0.85. 2. (2003).,,,, 45. (1 ) (5 ) Likert 5. 2-2, 2-3, 2-4, 2-5. 45. (Cronbach's ) 0.85 0.88. 3. (2003).,, 40. (1 ) (5 ) 5 (Likert scale). 1-1, 6-2, 6-4, 6-5, 7-2, 7-5. 40.
64 (Cronbach's ) 0.94 0.95. 4. (2003).,, 16. (1 ) (5 ). 2, 5, 11, 15. 16. (Cronbach's ) 0.86. (Cronbach s) 0.81 0.85 0.85 0.88 0.94 0.95 0.86 0.86 D. < 3> < 4>.,,,. Mark Twain, Edgar Allan Poe, Kate Chopin 3 19,,.,.
팀기반학습 의적용과효과성연구 65 1. 2015. 11. 9 2015. 11. 16 2015. 11.23 2015. 11. 30 2015. 12. 7,??? 90% 5,000 2,000 A 50% 5,000 4,000 B.? SOAP. 2. 2015. 11. 16 2015. 11. 30 2015. 12. 14 The Celebrated Jumping Frog of Calaveras County by Mark Twain The Man of the Crowd by Edgar Allan Poe The Story of an Hour by Kate Chopin What is the meaning of betting in this story? In what sense is The Man of the Crowd a horror story? What is the meaning of joy that kills Mrs. Louise Mallard? E..,
66., Cronbach's.,,,, Wilcoxon-signed rank test t-. 30, (nonparametric statistical test) Wilcoxon-signed rank test. 30 (parametric statistical test) t-. IBM SPSS 21.0. A. < 5>., 11 (57.9%), 9 (42.1%), 21.11 (SD=1.15). 14 (73.7%), 5 (26.3%).., 28 (54.9%), 23 (45.1%), 20.45 (SD=2.25). (1.96%).. (N=19) (N=51) N/m (%/SD) N/m (%/SD) 11(57.9) 28(54.9) 8(42.1) 23(45.1) (SD)/ ~ 21.11(1.15)/19~23 20.45(2.25)/18~29 0(0) 1(1.96) 19(100) 50(98.04)
팀기반학습 의적용과효과성연구 67 B. :,,, < 6>., (z=-2.356, p < 0.05), (z=-2.812, p <.01). (z=-1.752, p < 0.1).. Wilcoxon signed (SD) (SD) Rank test p-value 3.24(0.29) 3.36(0.31) -2.356*.018 3.44(0.36) 3.63(0.34) -1.752.080 3.50(0.57) 3.63(0.64) -2.812**.005 3.42(0.55) 3.75(0.55) -1.630.103 C. :,,, < 7>.,,,,.,,,,. /.,.,
68. (SD) (SD) t-test p-value 3.32(0.36) 3.35(0.35) -.450.655 3.36(0.39) 3.37(0.47) -.088.930 3.41(0.61) 3.38(0.59).319.751 3.08(0.55) 3.07(0.58).136.892 D. < 8>., 14 (73.7%). 2 (10.5%), 2 (10.5%), 1 (5.3%). 8 (42.1%). 6 (31.6%), 4 (21.1%), 1 (5.3%)., 3 7 (36.8%), 1 ~ 2 7 (36.8%), 2 ~ 3 4 (21.1%), 1 1 (5.3%)., () 8 (42.1%), 5 (26.3%), 5 (26.3%), 1 (5.3%).,, 28 (56.0%). 10 (20.0%), 7 (14.0%), 5 (10.%).
팀기반학습 의적용과효과성연구 69, 22 (46.8%). 14 (29.2%), 8 (16.7%), 4 (8.3%). 1 ~ 2 19 (38.0%). 2 ~ 3 15 (30.0%), 3 10 (19.6%), 1 6 (12.0%)., () 22 (43.1%). 17 (33.3%), 5 (11.8%), 3 (5.9%), 1 (2.0%). (N=18) (N=51) N/m (%/SD) N/m (%/SD) 2(10.5) 5(10.0) 2(10.5) 10(20.0) () 14(73.7) 28(56.0) 1(5.3) 7(14.0) 6(31.6) 14(29.2) 1(5.3) 4(8.3) () 4(21.1) 8(16.7) 8(42.1) 22(46.8) 1 1(5.3) 6(12.0) 1 ~ 2 7(36.8) 19(38.0) 2 ~ 3 4(21.1) 15(30.0) 3 7(36.8) 10(19.6) - 8(42.1) 22(43.1) - 5(26.3) 5(11.8) 1(5.3) 3(5.9) () 5(26.3) 17(33.3) 0(0) 1(2.0) E. < 9>., 4.58(SD=0.77). 3.26(SD=0.73)
70. 3.26(SD=1.10)., 4.06(SD=0.97). 2.98(SD=1.07). (SD)/ ~ (N=18) (N=51) 4.58(0.77)/ 2~5 4.06(0.97)/2~5 3.89(0.99)/ 2~5 3.16(0.96)/ 1~5 3.26(0.73)/ 2~5 2.98(1.07)/1~5 () 3.68(1.00)/ 2~5 3.22(0.90)/ 2~5 3.72(0.89)/ 2~5 3.10(0.98)/ 1~5 4.00(0.75)/ 2~5 3.39(1.22)/ 1~5 3.26(1.10)/ 2~5 4.00(1.08)/ 1~5 F. < 10>., 4.21(SD=0.79). 3.84(SD=0.90). 4.21(0.85)., 3.61(SD=1.04) 3.33(SD=). 3.29(SD=1.06). : : (SD)/ ~ (N=18) (N=51) 3.95(0.78)/3~5 3.33(1.05)/ 1~5 3.84(0.90)/3~5 3.37(0.99)/ 1~5
팀기반학습 의적용과효과성연구 71 : () : 4.21(0.79)/3~5 3.61(1.04)/ 1~5 4.21(0.85)/3~5 3.29(1.06)/ 1~5 G. < 11>., 10 (52.6%), 6 (31.6%), 2 (10.5%), 1 (5.3%). 4.32(SD=0.89)., 11 (57.8%). 6 (31.6%), 2 (10.5%).., 13 (26.5%), 13 (26.5%), 10 (20.4%), 7 (14.3%), 6 (12.2%). 3.10(SD=1.25)., 16 (33.3%). 9 (18.8%), 8 (16.7%), 8 (16.7%), 7 (14.6%).
72 TBL (N=18) (N=51) N/m (%/SD) N/m (%/SD) 0(0) 6(12.2) 1(5.3) 10(20.4) 2(10.5) 13(26.5) 6(31.6) 13(26.5) 10(52.6) 7(14.3) (SD)/ ~ 4.32(0.89)/2~5 3.10(1.25)/ 1~5 0(0) 7(14.6) 0(0) 8(16.7) 2(10.5) 16(33.3) 6(31.6) 8(16.7) 11(57.0) 9(18.8) (SD)/ ~ 4.47(0.70)/3~5 3.08(1.30)/ 1~5,,,,,. 2 19 4. 1 53 12..,,,,.,,,.,,,. (,, 2015;, 2012;, 2013).,.,.,,,,
팀기반학습 의적용과효과성연구 73. 4.., 15 3.,.,,. (,, 2015;, 2012;, 2013)....,..,. (2011). (2012)..,. (,, 2014)..., 4.00, 3.00...,
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,,. 팀기반학습 의적용과효과성연구 77