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목차
Ⅰ. 서론
Ⅱ. 선행연구에 대한 고찰
Ⅲ. 연구문제 및 가설
Ⅳ. 연구방법
Ⅴ. 연구결과
Ⅱ. 선행연구에 대한 고찰
Ⅲ. 연구문제 및 가설
Ⅳ. 연구방법
Ⅴ. 연구결과
본문내용
Englewood
Cliffs, NJ:Prentice-Hall.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of
comprehention - fostering and monitering activities.
Cognition and Instruction, 1, 117-175.
Perret-Clermont, A. (1980). Social interaction and cognitive
development in childern. San Diago, CA:Academic Press.
Polay, G. (1957). How to solve it. Garden city, NY:Doubleday Anchor.
Reitman, W. R.(1965). Cognition and thought:An information processing
approach. NY:Wiley.
Ross, J., & Raphael, D.(1990). Communication and problem solving
achievement in cooperative learning groups. Journal of
Curriculum Studies, 22(2), 149-164.
Sharan,S., & Sharan,Y.(1976). Small-group Teaching. Englewood Cliffs,
NJ:Educational Technology Publications.
Scheerer, M.(1963). Problem solving. Scientific American,208, 118-128.
Schunk, D. H.(1981). Modeling and attributional effects on children's
achivement : A self-efficacy analysis. Journal of
Educational Psychology, 73, 93-105.
Schunk, D. H.(1982). Effects of effort attributional feedback on
childern's perceived self-efficacy and achievement.
Journal of Educational Psychology, 74, 548-556.
Schunk, D. H.(1983). Ability versus effort attributional feedback :
differential effects on self-efficacy and achievement.
Journal of Educational Psychology, 75, 848-856.
Schunk, D. H.(1985). Self-efficacy and classroom learning. Psychology
in the schools, 22, 208-223.
Schunk, D. H.(1986). Verbalization and Children's Self-regulated
Learning. Contemporary educational Psychology, 11, 347-
369.
Slavin, R.E.(1978a). Student teams and achievement division.Journal of
Research and Development in Education, 12, 39-49.
Slavin, R.E.(1978b). Student team and comparison among equals:Effects
on academic performance and student attitudes. Journal
of Educational Psychology, 70, 532-538.
Slavin, R.E.(1990). Co-operative learning. In C.Rogers & P.Kutnick
(Eds.). The social Psychology of the primary school
(pp.226-246). London:Routledge.
Stinessen, L.(1975). Cognitions which infuluence acquisition and
application of verval representation in problem solving.
Psychological Reports, 36, 35-42.
Vigotsky, L. S.(1978). Internalization of higher cognitive functions.
In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman
(Eds. & Trans.). Mind in society : The development of
higher psychological processes (pp. 52-57). Cambridge,
MA:Havard University Press.
Webb, N. M. (1982). Group composition, group interaction, and
achivement in cooperative small groups. Journal of
Educational Psychology, 74, 475-484.
Webb, N. M. (1989). Peer interaction and learning in small groups.
International Journal of Educational Research, 13,
21-39.
Webb, N. M., & Lewis, S.(1988).The social context of learning computer
programming. In R. E. Mayer(Ed.). Teaching and learning
computer programming. Hillsdale, NJ:Lawrence Erlbaum.
Wood, R. E., & Locke, E. A.(1987). The relation of self-efficacy and
grade goals to academic performance. Educational and
Psychological Measurement, 47, 1013-1024.
Cliffs, NJ:Prentice-Hall.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of
comprehention - fostering and monitering activities.
Cognition and Instruction, 1, 117-175.
Perret-Clermont, A. (1980). Social interaction and cognitive
development in childern. San Diago, CA:Academic Press.
Polay, G. (1957). How to solve it. Garden city, NY:Doubleday Anchor.
Reitman, W. R.(1965). Cognition and thought:An information processing
approach. NY:Wiley.
Ross, J., & Raphael, D.(1990). Communication and problem solving
achievement in cooperative learning groups. Journal of
Curriculum Studies, 22(2), 149-164.
Sharan,S., & Sharan,Y.(1976). Small-group Teaching. Englewood Cliffs,
NJ:Educational Technology Publications.
Scheerer, M.(1963). Problem solving. Scientific American,208, 118-128.
Schunk, D. H.(1981). Modeling and attributional effects on children's
achivement : A self-efficacy analysis. Journal of
Educational Psychology, 73, 93-105.
Schunk, D. H.(1982). Effects of effort attributional feedback on
childern's perceived self-efficacy and achievement.
Journal of Educational Psychology, 74, 548-556.
Schunk, D. H.(1983). Ability versus effort attributional feedback :
differential effects on self-efficacy and achievement.
Journal of Educational Psychology, 75, 848-856.
Schunk, D. H.(1985). Self-efficacy and classroom learning. Psychology
in the schools, 22, 208-223.
Schunk, D. H.(1986). Verbalization and Children's Self-regulated
Learning. Contemporary educational Psychology, 11, 347-
369.
Slavin, R.E.(1978a). Student teams and achievement division.Journal of
Research and Development in Education, 12, 39-49.
Slavin, R.E.(1978b). Student team and comparison among equals:Effects
on academic performance and student attitudes. Journal
of Educational Psychology, 70, 532-538.
Slavin, R.E.(1990). Co-operative learning. In C.Rogers & P.Kutnick
(Eds.). The social Psychology of the primary school
(pp.226-246). London:Routledge.
Stinessen, L.(1975). Cognitions which infuluence acquisition and
application of verval representation in problem solving.
Psychological Reports, 36, 35-42.
Vigotsky, L. S.(1978). Internalization of higher cognitive functions.
In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman
(Eds. & Trans.). Mind in society : The development of
higher psychological processes (pp. 52-57). Cambridge,
MA:Havard University Press.
Webb, N. M. (1982). Group composition, group interaction, and
achivement in cooperative small groups. Journal of
Educational Psychology, 74, 475-484.
Webb, N. M. (1989). Peer interaction and learning in small groups.
International Journal of Educational Research, 13,
21-39.
Webb, N. M., & Lewis, S.(1988).The social context of learning computer
programming. In R. E. Mayer(Ed.). Teaching and learning
computer programming. Hillsdale, NJ:Lawrence Erlbaum.
Wood, R. E., & Locke, E. A.(1987). The relation of self-efficacy and
grade goals to academic performance. Educational and
Psychological Measurement, 47, 1013-1024.
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