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A growth imbalance and deep economic bipolarization interrupt national competitiveness development. SME(small and medium-sized enterprises) have always disadvantages compared to large company. If SME want to overcome these problems, they have to strengthen competitive power by themselves and have to increase mutual cooperation power with large company. It is a crucial point for SME to enhance competitive power. The purpose of this research is to investigate the impact among the innovative competence, participating attitude, mutual cooperation performance and management performance. Those of impacts appear through collaborative activity. Our research data were based on 160 SME's of manufacturing industry. Our empirical analysis results are as follows: (1) Innovative competence and participating attitude are positively related to collaborative activity. (2) Innovative competence and participating attitude are positively associated with mutual cooperation performance and management performance. (3) Collaborative activity positively mediates the relationships among innovative competence, participating attitude, mutual cooperation performance and management performance. Through the result of research, we found the importance of mutual cooperation between SME and large company. Our research suggests that we provide some contribution and implications for theoretical and managerial field. Furthermore, the limitations and future direction of our results are discussed.

이 연구의 목적은 협동 글쓰기가 EFL 학습자의 작문 능력, 어휘 사용 및 학습자의 인식에 미치는 영향을 연구하는 것이다. 참가자는 57 명의 한국 EFL 대학생으로 두 그룹에 무작위로 배정되었다. 과제로서, 그룹 A (협동 글쓰기 그룹)의 학습자들은 영어 이야기책을 읽은 후 협동 글쓰기로 읽은 책 요약 쓰기 및 어휘 과제를 수행 한 반면 그룹 B (일반 글쓰기 그룹)의 학습자들은 각자가 요약 쓰기 및 어휘 과제를 완수했다. 실험은 중간 시험 전후 3 주 동안 총 6 주 동안 지속되었다. 데이터는 사전 검사, 사후 검사, 설문 조사 및 심층 인터뷰에서 도출되었다. 결과는 두 가지 접근법 모두 학습자의 작문 능력과 어휘 사용에 긍정적인 영향을 미쳤음을 보여주었다. 그러나 실험 집단인 협동 글쓰기 그룹 A는 일반 글쓰기 그룹 B보다 쓰기 능력 면에서 향상을 보였었으며 그 차이는 통계적으로 유의했다. 어휘 사용 면에서는 그룹 A는 그룹 B보다 어휘 사용이 평균에서 더 향상되었지만 그 차이가 통계적으로 유의하지는 않았다. 또한 설문조사와 인터뷰 결과에 따르면 학습자가 인식하기에 영어 이야기책을 읽고 협동 글쓰기를 하는 것이 작문 능력을 향상시키는 데 도움이 되며 협동 글쓰기수업에 긍정적인 태도를 보인 것으로 나타났다.

This study investigated the effects of collaborative writing on EFL learners’ writing ability, vocabulary usage, and the learners’ perceptions. The participants were 57 Korean EFL college students randomly assigned to two groups. For homework, the learners in Group A (the collaborative writing group) carried out collaborative summary writing and vocabulary tasks after reading English story books, whereas those in Group B (the writing group) completed writing and vocabulary tasks. The treatment lasted for six weeks in total, three weeks before and after the midterm exam. Data were elicited from a pretest, a posttest, a questionnaire survey, and in-depth interviews. The results showed that both approaches had a positive influence on developing the learners’ writing ability and vocabulary usage. However, Group A showed greater improvement with regard to writing performance than Group B, and the difference was statistically significant. Group A also showed more improvement in vocabulary usage than Group B, although the difference was not statistically significant. Moreover, the survey and interview results indicated that the learners’ perceived collaborative writing using English story books was helpful for improving their writing ability, and they expressed a positive attitude toward the collaborative writing instructions.

This study explores EFL high school learners' perceptions towards interaction with peers and their teacher in a collaborative writing activity after receiving differential feedback. Forty-five participants equally divided into three English writing classes were given different types of feedback during a group writing activity: peer feedback, teacher direct feedback, and teacher indirect feedback. A survey which examined the participants' perceptions toward interaction influenced by the particular type of feedback was administered. Results of statistical analyses showed that peer feedback induced students to have a positive attitude toward intra- and inter-group interaction with peers. Teacher direct feedback was found to inhibit group interaction and render students dependent on their teacher. However, similar to peer feedback, teacher indirect feedback encouraged students to increase intra- and inter-group interaction. The results imply that a combination of peer feedback and teacher indirect feedback could be an effective means to foster English writing in Korean secondary school English writing classes.

The aim of this study was to investigate the learners’ performance on online peer review activity and their views on computer-mediated writing interaction in English. Students were assigned to be engaged in online activities with given tasks and topics to be discussed during the online collaborative activities. Furthermore, the students were involved in reciprocal teaching during the course of the term. In order to answer questions, 64 samples of group writing were collected and analysed. After finishing online activities, students were asked to fill in the questionnaire and open-ended survey to find out learners’ views on online activity. The study showed that in online peer review activity, learners were interested in finding grammatical errors, providing additional grammatical explanations, paraphrasing the sentences, commenting on styles of writing, suggesting colloquial expressions, performing self-repair and self-clarification, adding post interaction, translating some words into English and so on. By the same token, learners made some incorrect suggestion as well. In the view of online writing and peer review activity, there were more positive opinions than negative ones. Learners showed more favorable attitude on direct instructions, guidance and feedback from the teacher. Learners generally showed strong interests in online collaborative learning and high expectations on the improvement of writing ability through online activities.

Purpose The association of physical activity with the risk of bladder cancer remains inconsistent among Asian populations. We aimed to examine the association in a large Japanese cohort.Materials and Methods In a population-based prospective cohort study, a total of 50,374 Japanese adults aged 40-79 years without a history of cancer or cardiovascular disease who had information on physical activity from self-administrated questionnaires were used for analysis. We performed Cox proportional hazard models to estimate the hazard ratios (HRs) and 95% confidence intervals (CIs) for incident bladder cancer after adjusting for several potential confounders.Results During the median 17.5 years of follow-up, 153 incident bladder cancers (116 men and 37 women) were identified. After the multivariable adjustment, HRs (95% CI) of bladder cancer concerning those with recreational sports participation of 1-2 hr/wk, 3-4 hr/wk, and 5 hr/wk and more were 0.67 (0.38-1.20), 0.79 (0.36-1.74), and 0.28 (0.09-0.89), respectively (p for trend=0.017). Compared with mostly sitting at the workplace, occupational physical activity of standing and walking were associated with a lower risk of bladder cancer (HR, 0.53 [95% CI, 0.32 to 0.85]). Hours of daily walking were not associated with the risk. The lower risk of bladder cancer was more evident for recreational sports (HR, 0.33 [95% CI, 0.10 to 1.00]), and for occupational standing and walking activity at work (HR, 0.57 [95% CI, 0.33 to 0.98]) among men.Conclusion Recreational sports participation and occupational physical activity were inversely associated with the risk of bladder cancer among Japanese, especially in men.

Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity. Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in the 11th week of spring semester, 2022 at a university in Seoul, Korea. The data was collected via video recording of the two hour group discussion, and the recorded talk was all transcribed for conversation analysis which is the main tool of analyzing students’ talk. Results The procedure of students task-based activity included the following four steps: (1) sharing and choosing an agreed task topic to work on, (2) cooperative opinion sharing for making the art work, such as materials and method (3) actual making and art work completion, (4) wrapping up and cleaning. Conversation analysis is a study of turn-taking organization of talk-in-interaction to find how the participants manage and display intersubjectivity in talk. In the students’ talk occurred in the process of the student managed group task, we found several turn-taking types resulting reciprocal support in order to develop the task product: (1) topic change, (2) other-initiated second turn repair, (3) reactive tokens, and (4) other question-answer sequences with mutually supporting verbal and nonverbal moves. Conclusions This study is quite valuable in terms that it addressed the naturally occuring process of turn-taking sequences by analyzing students’ talk-in-interaction in depth when the students were engaged in collaborative task-based activity to complete an act work. As noted in the result, most of the various types of turn-taking lead mutual support and agreement of each other’s thought in order to produce the collaborative task completion rather than aggressive debate and disagreement.

Purpose: This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods: A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results: Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion: This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

본 연구는 유아교사들이 인식하는 구성주의 교육 신념에 따라 유아 협동 활동에 대한 관심도와 실태가 상이한지를 알아보는데 목적이 있다. 연구 대상은 부산광역시 소재 유아교육기관에 근무하는 담임교사 210명이었으며, 이들을 대상으로 구성주의 교육신념을 측정하고 유아 협동 활동에 대한 관심도 및 실천수준을 조사하였다. 교사의 구성주의 신념에 따른 관심도 및 실천수준을 알아보기 위해 구성주의 신념 점수를 상, 중, 하로 구분한 후, ${\chi}^2$검증, 일원변량분석(ANOVA), Scheff$\acute{e}$ 검증을 실시하였다. 분석 결과, 구성주의 교육 신념이 높은 집단이 낮은 집단에 비해 유아 협동 활동에 대한 관심도와 실천 수준이 높은 것으로 나타났다. 본 연구 결과를 토대로 유아 협동 활동에 관한 체계적인 교사교육은 물론 교사들의 구성주의 교육신념을 형성 강화시키는 것이 유아교육현장에서의 유아 협동 활동을 활성화시킬 수 있는 하나의 방편이 될 수 있음을 제언하였다.

The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

This study focuses on interactive group work for improving listening comprehension and suggests a kind of model for a listening class through cooperative learning. A movie(The Accidental Husband) is used for listening class and QR code in a smart phone for a cooperative activity, which encourages students to concentrate on listening tasks. The use of QR code is very efficient in handling a large class skillfully. QR code is used to get students to work together to deal with listening comprehension questions. A QR code is a two-dimensional matrix code which is readable on a smart phone, a tablet computer, a mobile phone with camera or a QR scanner. When you scan a QR code you can connect directly to a website and obtain text messages or information from it. A teacher can create a QR code including information on how to learn listening skills which help students concentrate on group work to carry out a listening activity. Students offer their opinions and share information on how to approach listening comprehension questions. The use of QR code is definitely an effective way to support interactive activity for interesting listening classes. It is also helpful for maintaining student motivation and interest in learning.

이 연구는 모델텍스트 파악하기 단계의 협력 활동이 한국어 쓰기 지식을 균형적으로 포함한 완성도 높은 결과물을 생산하는 데에 효과가 있음을확인하는 것에 목표를 두고 있다. 이 연구를 위해 한국어 학습자들을 실험 집단과 통제 집단으로 나누었다. 두 집단에게 동일하게 모델텍스트를 제공하고 실험 집단에게는 쓰기 전 단계에 모델텍스트를 파악할 때 협력 활동으로 해결하도록 하고, 통제 집단에게는개별적으로 파악하도록 하여 쓰기 수업을 진행한 다음 쓰기 결과물을 완성하도록 하였다. 쓰기 결과물 분석을 위해 상황·맥락적 지식, 주제·내용적 지식, 구조적 지식, 표현적 지식으로 나누어 한국어 쓰기 지식 기준을 설정하였다. 이것을 바탕으로 모델텍스트 파악하기 단계를 협력 활동으로 활용한 쓰기가 개별 활동을 한 집단보다 쓰기 지식 사용이 유의미함을 검증하였다. 그리고 협력 활동이 쓰기 지식 중에서도 표현적 지식과 구조적 지식에 특히 많은 영향을 미친다는 결과를 도출하였다. 반면에 상황・맥락적 지식과 주제・내용 지식에서학습자들이 어려움을 느끼는 것으로 나타나 학습의 필성을 제기하였다. 이를통해 학습자들은 모델텍스트를 활용한 쓰기를 긍정적으로 받아들이며 협력활동으로 쓰기에 대한 부담감도 줄이고 자신만의 쓰기 전략을 찾아내어 자기 주도적 쓰기를 하는 것을 알 수 있다. 모델텍스트 활용은 단순히 모방과 답습으로 그칠 위험이 있으므로 학습자가 적극적으로 협력 활동에 참여하여 쓰기정보와 지식을 체계화하고 구조화하여 쓰기에 필요한 지식을 구성할 수 있도록 지도할 필요가 있을 것이다. 이 연구는 한국어 쓰기 수업에서 모델텍스트 파악하기 단계의 협력 활동이쓰기 지식을 균형적으로 포함한 완성도 높은 결과물을 생산하는 데에 효과가있음을 확인하는 것에 목표를 두고 있다.

The purpose of this study was to check if collaborative activities at the stage of figuring out a model text would be effective for producing outcomes of a higher completion level containing the knowledge of writing in Korean in balance. For the research purpose, the investigator divided the subjects into the experiment and control group and provided them with a model text. In the pre-writing stage, the experiment group was asked to figure out a model text through collaboration, whereas the control group was asked to do so individually in a writing lesson before the completion of their writing outcomes. In an effort to analyze writing outcomes, the study set four criteria of writing knowledge, and they were situation and context knowledge, topic and content knowledge, structural knowledge, and expressive knowledge. Based on them, the investigator proved that writing based on collaborative activities at the stage of figuring out a model text would result in more significant usage of writing knowledge than writing based on individual activities. The findings also show that collaborative activities had especially much influence on expressive and structural knowledge. The students had difficulties with situation and context knowledge and topic and content knowledge, which raises a need for their learning. The findings suggest that the learners accepted writing based on a model text positively, made an easier approach to a difficult task through collaborative activities in writing and thus reduced their burden with writing, and identified their own writing strategies to assist their self-initiated writing. There is, however, a risk that the utilization of a model text will remain at the level of simple copy or imitation. It is thus required to instruct students to systemize and structurize writing information and knowledge by taking active part in collaborative activities and organize knowledge needed in their writing.

이 연구에서는 협력적 비유 생성 활동에서 나타나는 비유의 변화과정과 소집단 및 전체 학급 토론의 특징을 분석하였다. 서울특별시에 소재한 고등학교에 재학 중인 24명의 학생을 대상으로 협력적 비유 생성 활동을 적용한 수업을 진행하였다. 학생들이 생성한 개인 비유와 소집단 비유, 수정된 소집단 비유를 비교하여 비유의 변화과정을 분석하였으며, 비유 생성 활동을 위한 소집단 토론과 전체 학급 토론의 특징을 분석하였다. 연구 결과, 비유의 변화 과정은 공유속성이 추가되는 경우, 비공유 속성을 인식하는 경우, 대응 오류가 수정되는 경우의 세 가지 변화 유형이 나타났다. 학생들은 여러 개인 비유 중 하나를 선택하는 방식으로 소집단 비유를 생성하였고, 이때 비유의 설명력, 독창성, 친숙도 등을 고려하는 것으로 나타났다. 학생들은 비유 생성 활동을 주관적이고 창의적인 활동이라고 인식하여 비유 생성 활동에 대한 정서적 부담감이 적었고 소집단 토론에서 갈등의 요소도 적었다. 전체 학급 토론에서는 다양한 비유가 제시되었으며 전체 학급 토론의 경쟁적인 분위기는 학생들이 비유가 갖는 비공유 속성에 주목하게 하였다. 소집단 비유 수정 단계에서 학생들은 비공유 속성을 비유가 갖는 제한점으로 추가하거나 비공유 속성을 갖지 않도록 비유를 변형하는 방식으로 비유를 수정하였고, 새로운 비유를 생성하는 경우는 거의 없었다. 이상의 결과를 바탕으로 협력적 비유 생성 활동을 적용한 수업을 효과적으로 진행하기 위한 방안을 논의하였다.

In this study, we investigated the processes of analogy change and the characteristics of discussions in collaborative activity of self-generated analogy. Twenty-four high school students in Seoul participated in this study. We implemented science instructions based on collaborative activity of self-generated analogy. We compared personal analogies, group analogies, and modified group analogies in order to analyze the processes of analogy change. We also analyzed the characteristics of group and classroom discussions in the science instructions. The analyses of the results indicated that the processes of analogy change were categorized into three patterns; adding shared attributes, recognizing unshared attributes, and revising mapping errors. They selected a group analogy from analogies of their group members by considering inclusiveness, originality, and familiarity. They perceived the activity of self-generated analogy as subjective and creative. Therefore, they felt little pressure of self-generated analogy and there were little conflicts in group discussions. On the other hand, various analogies were suggested in classroom discussions and the competitive atmosphere of classroom discussions led students to focus on unshared attributes. At the stage of modifying group analogies, they added unshared attributes as limitations of the group analogy and changed their group analogy not to have unshared attributes. There were no cases of generating a new analogy. Some suggestions to implement collaborative activity of self-generated analogy in science teaching effectively are discussed.

本研究は、教室の外で活動する目的を異にする成員からなる集団(A共同体)を対象に、そこから垣間見える 学習者の存在をよりリアルな形で報告し、日本語教育研究ではこのような集団をどう捉えることができるか を考察した。筆者は、A共同体の成員たちはどのような目的を持って活動を行っていて、そこではどのような 学習1)の様相が見られたかというリサーチクエスチョンを設定し、約3ヶ月間に及ぶフィールドワークを行っ た。そして、そこから収集されたデータを用いてエスノグラフィを作成した。 A共同体の成員たちは、「学生交流」、「学術」、「日本語能力の向上」、「旅行」、「日本文化体験」、「感動の 再現」を目的に活動に参加していた。そこでは、「日本語能力の向上」を目的としていたある成員が日本語で のタスクを与えられたり、日本語の練習をさせられたりしていたことが観察された。他にも、周りからの助 けにより、日本語学習の動機づけがされていた成員も観察された。 A共同体の成員たちはお互いの目的が一致しなくても活動の過程を共有し、各々が必要とする部分を補い合 いながら目的達成に向けて能動的に働きかけていた。彼らは接触を通じて、事前には予想不可能なコミュニ ケーションを行い、固有の実践を生み出していた。本研究を通じて、「学びの場」は物理的な空間を乗り越え て生起されるものであることがわかった。

This study reports the existence of learners who were observed from a certain group (‘A’ community) where members work outside the classroom. Members are considered to be more realistic than study groups dealt by other researchers, which means that this research shows more detailed and complex learning process. The study also defines how to grasp such a group in Japanese-language education. The author set up a research question, such as 'What kind of learning aspects could be seen?' among the members of the ‘A’ community, and ‘for what purpose were they working?’ Then, the author collected data through fieldwork for three months and wrote an ethnography. The members participated in the activities for the purpose of 'connection with students', 'studying', 'improving Japanese skills', 'tour', 'experiencing Japanese culture', and 'reproducing impression'. In the A community, it was observed that a member who aimed to improve Japanese skills was assigned ‘Japanese exercise’ by other members which made him practice Japanese. Also, it was observed that a member was motivated to learn Japanese by support from another member. Then, even if the purposes of each member had not been the same, the members shared the processes for the activity program and interacted, to move toward the goal each member set. By interacting in community, members experienced communication which they could not expect, and finally members of ‘A’ community achieved their goals. This study shows, that the 'learning place' can exist beyond the physical space.

본 연구는 제조업 부문 기업의 공동연구개발활동이 개별 기업의 기술혁신성과에 미치는 영향을 실증적으로 분석하는 것을 목적으로 하였다. 이를 위하여 혁신유형에 대한 이론적 논의를 토대로 기술혁신을 제품혁신과 공정혁신으로 세분화하고 혁신성과에 영향을 미칠 수 있는 요인들을 통제한 분석모형을 설정하였다. 2005년도 "기술혁신조사" 자료를 바탕으로, 가산자료인 혁신성과의 분포특성을 반영할 수 있는 음이항회귀모형을 활용하여 분석을 수행하였다. 분석결과에 따르면, 공동연구개발활동은 제품혁신과 공정혁신 모두에 통계적으로 유의한 양(+)의 영향을 미치는 것으로 나타났다. 이와 더불어 수도권지역에 입지한 기업들을 중심으로 보다 많은 제품혁신성과가 창출되고 있음을 실증하였으며, 기존의 연구들에서 논의된 혁신성과 관련 영향요인들이 갖는 효과를 분석하였다. 본 연구의 결과는 지역의 지속적인 성장을 이끄는 기업성장을 촉진하기 위해서는 한정된 연구자원을 효율적으로 사용할 수 있는 공동연구개발 제도를 수립하고 지식교류 네트워크를 촉진하기 위한 정책적 대안이 마련될 필요가 있음을 시사하고 있다.

Technology innovation is a competitive weapon of sustainable economic growth at the urban and regional level and the growth of firms. In this study, we empirically investigate the effects of collaborative R&D activity on product innovative outputs and process innovative outputs in manufacturing firms in Korea. We analyze the links between collaborative R&D activity and two types of innovative outputs using an alternative negative binomial regression model. The major finding is that collaborative R&D activity has significant positive effects on both product and process innovation. The results also identify a positive link between all types of innovative outputs and other R&D activities including internal R&D activity, patent activity, external technology and capital goods acquisitions. To induce corporate growth that enhances the productivity of individual firms and produces prolonged economic growth, policy makers should place greater emphasis on creating effective arrangements to promote establishing collaborative R&D strategies for manufacturing firms.

이 연구의 목적은 협동 글쓰기가 EFL 학습자의 작문 능력, 어휘 사용 및 학습자의 인식에 미치는영향을 연구하는 것이다. 참가자는 57 명의 한국 EFL 대학생으로 두 그룹에 무작위로 배정되었다. 과제로서, 그룹 A (협동 글쓰기 그룹)의 학습자들은 영어 이야기책을 읽은 후 협동 글쓰기로 읽은책 요약 쓰기 및 어휘 과제를 수행 한 반면 그룹 B (일반 글쓰기 그룹)의 학습자들은 각자가 요약쓰기 및 어휘 과제를 완수했다. 실험은 중간 시험 전후 3 주 동안 총 6 주 동안 지속되었다. 데이터는사전 검사, 사후 검사, 설문 조사 및 심층 인터뷰에서 도출되었다. 결과는 두 가지 접근법 모두 학습자의작문 능력과 어휘 사용에 긍정적인 영향을 미쳤음을 보여주었다. 그러나 실험 집단인 협동 글쓰기그룹 A는 일반 글쓰기 그룹 B보다 쓰기 능력 면에서 향상을 보였었으며 그 차이는 통계적으로 유의했다. 어휘 사용 면에서는 그룹 A는 그룹 B보다 어휘 사용이 평균에서 더 향상되었지만 그 차이가 통계적으로유의하지는 않았다. 또한 설문조사와 인터뷰 결과에 따르면 학습자가 인식하기에 영어 이야기책을읽고 협동 글쓰기를 하는 것이 작문 능력을 향상시키는 데 도움이 되며 협동 글쓰기수업에 긍정적인태도를 보인 것으로 나타났다.

This study investigated the effects of collaborative writing on EFL learners’ writing ability, vocabulary usage, and the learners’ perceptions. The participants were 57 Korean EFL college students randomly assigned to two groups. For homework, the learners in Group A (the collaborative writing group) carried out collaborative summary writing and vocabulary tasks after reading English story books, whereas those in Group B (the writing group) completed writing and vocabulary tasks. The treatment lasted for six weeks in total, three weeks before and after the midterm exam. Data were elicited from a pretest, a posttest, a questionnaire survey, and in-depth interviews. The results showed that both approaches had a positive influence on developing the learners’ writing ability and vocabulary usage. However, Group A showed greater improvement with regard to writing performance than Group B, and the difference was statistically significant. Group A also showed more improvement in vocabulary usage than Group B, although the difference was not statistically significant. Moreover, the survey and interview results indicated that the learners’ perceived collaborative writing using English story books was helpful for improving their writing ability, and they expressed a positive attitude toward the collaborative writing instructions.

이 연구의 목적은 식물 가꾸기 협동학습이 초등학생의 교우관계에 미치는 효과를 검증하는데 있다. 이를 위해 식물 가꾸기 협동학습 프로그램을 구안하였고, 이를 활용한 실험집단과 개별학습 프로그램을 적용한 비교집단의 전후, 좌우 교우관계 점수에는 차이가 없을 것이라는 가설을 설정하고, 이를 검증하기 위하여 인천광역시에 있는 ‘B'초등학교 5학년 2개 학급(각 30명)을 실험집단과 비교집단으로 선정하여 교우관계 측정도구를 활용한 사전-사후 실험연구를 수행하였다. 이 연구를 통하여 얻어진 결과는 다음과 같다. 첫째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단과 적용하지 않은 비교집단의 교우관계 점수를 비교 검증한 결과, 식물 가꾸기 협동학습을 적용한 수업은 교우관계 향상에 긍정적인 효과를 미친다고 할 수 있다. 둘째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단의 전후 교우관계 점수를 검증한 결과, 교우관계 전체 및 친구의 유무와 신뢰성, 관계의 지속성, 친구와의 적응, 공동생활 영역 모두에서 식물 가꾸기 협동학습 프로그램은 실험집단의 교우관계에 긍정적인 효과가 있음이 검증되었다.

The purpose of this study was to examine the influence of collaborative plant-growing activity on elementary school students' relationships with classmates. The following are the findings of this study:For this purpose, a hypothesis was set that experiment group that participate in the collaborative plant-growing program and control group that do not participate in the program would not have any difference in social relationship scores. For its verification, two classes of 5th graders in B Elementary School located in Bupyeong-gu, Incheon were designated as experiment group and control group. The experiment was designed using pretest-posttest control group design method to analyze the effect of the program. First, in result of comparing social relationship scores of experiment group that participated in the collaborative plant-growing program and control group that did not, there were significant differences in overall social relationships and in four subfactors at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships. Second, in result of examining pretest/posttest social relationship scores of experiment group that participated in the collaborative plant-growing program, there were significant differences in overall social relationships as well as in the subfactors of existence and reliability of friends, sustainability of relationship, adaptation to friends, and group activities at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships.

본 연구에서는 활동매트릭스를 활용한 협력적 팀 접근 중재가 지체장애 학생의 운동능력(대근육운동기능, 기능적 이동능력)과 개별화교육목표(기능적 활동 수행의 기초가 되는 운동 및 일상생활능력 관련) 성취 수준에 어떠한 영향을 미치는지 살펴보았다. 지체장애 학생 16명과 특수교사 11명, 물리치료 전공자 2명, 특수교육실무원 10명이 연구에 참여하였고, 중재가 지체장애 학생의 대근육운동 기능과 기능적 이동능력에 미친 영향을 알아보기 위해서 두 독립표본 t검정을 실시하여 통계적 유의성을 검증하였고, 운동 및 일상생활 능력 관련 개별화교육목표 성취에 미친 영향은 목표성취 척도를 활용한 기술통계방법을 사용하여 보고하였다. 연구 결과, 실험집단과 통제집단은 대근육운동 기능 수준에 있어서 유의미한 차이를 보이지 않았으나, 실험집단 내의 사전-사후 검사에는 유의미한 차이가 있어 협력적 팀 접근 중재가 실험집단 학생의 대근육운동기능에 긍정적인 영향을 미쳤다고 볼 수 있다. 기능적 이동능력에 있어서는 실험집단의 학생이 통제집단보다 향상을 보인 것으로 나타났으며, 실험집단 총 8명의 학생 중 6명(75%)의 학생이 만족스러운 개별화교육목표의 성취수준을 보였다. 이상의 연구결과를 통해 협력적 팀 접근 중재가 지체장애 학생에게 의미 있는 교육적 성과를 도출해 낼 수 있음을 확인할 수 있었다.

The purpose of the study was to examine the effects of a collaborative team approach interventions using activity matrix on the motor ability(gross motor function, the functional mobility capability) and the motor-related individualized education goals of students with physical disabilities. Sixteen students with physical disabilities, eleven special educators, two physical therapists, and ten para-professionals participated in this study. They were assigned to one of the experimental or control group. The collaborative team approach intervention using activity matrix was implemented for 4 months. Independent t-test was used to analyze the differences between two groups. The results showed that there was a significant difference in the effects on the functional mobility capability between the experimental and the control group, and that motor-related IEP goals of experimental group were accomplished. But there was not a significant difference in the effects on the gross motor function between the experimental group and the control group. Finally, discussions, implications and future directions of the collaborative team approach practices were presented based on the results of the study.

본 연구는 초등 예비교사들이 협력적 교재연구 활동을 통해 각도라는 주제를 탐구하는 과정에서 KCS와KCT가 어떻게 발현되는지를 분석하여 학생 맞춤형 교육을 실천하는 데 필요한 진단 능력과 처방 능력의 발달 을 지원할 수 있는 예비교사 교육 프로그램 설계에 관한 시사점을 제공하는 것을 목적으로 수행되었다. 연구 목적을 달성하기 위해 경상남도 소재 A교육대학교에 재학 중인 3학년 예비교사 53명을 연구 대상으로 연구자 가 설계한 각도에 관한 협력적 교재연구 활동을 적용하여 예비교사의 KCS와 KCT를 분석하였다. 연구 결과를 통해 예비교사의 KCS와 KCT를 효과적으로 교육하는 방법으로서 협력적 교재연구 활동의 가능성을 확인하였으 며, 협력적 교재연구 활동의 보완과 확장을 위한 예비교사 교육 방안에 대한 논의를 수행하였다.

This study aimed to analyze how pre-service elementary teachers' Knowledge of Content and Students (KCS) and Knowledge of Content and Teaching (KCT) manifest during a collaborative textbook analysis activity on the topic of angular measurement. In doing so, it sought to provide educational implications for fostering diagnostic and prescriptive pedagogical expertise, which is essential for implementing student-tailored instruction and designing effective pre-service elementary teacher education programs. To achieve this objective, the study was conducted with 53 third-year pre-service teachers enrolled at A University of Education in Gyeongsangnam-do, South Korea. The researcher implemented a collaborative textbook analysis activity specifically designed for this study and systematically examined its impact on the participants' KCS and KCT. The findings suggest that collaborative textbook analysis activity is an effective method for fostering pre-service teachers' KCS and KCT development. Moreover, this study explores potential enhancements and expansions of this approach to further improve pre-service teacher education.

協働学習の過程を観察する目的で授業を録画しアンケート調査の結果と 共に考察したところ、問題点が明確になった。協働学習は円満な相互作用が前提で、フィードバックの充実や有効な結論もそこから生じる。調査の結果、相互作用を阻害するのはただ乗りと独走の存在であり、原因として、グループの人数、日本語能力と学習者タイプの違いが挙げられる。そして学習者タイプは日本語能力より優位な要因であることがわかった。グループの人数としては3人の相互作用が4人より充実していた。また、日本語能力と学習者タイプの組み合わせの内、固定系グループが問題を内包している。《上位＋固定グループ》の主な関心はボーナスポイントにある。このグループは能力が等しく親しいメンバー同士では効率的に結論を生産できるが、親しくない学習者との相互作用に関心が薄くポイント獲得に向け独走する可能性がある。《下位＋固定グループ》は親しい関係での楽しい学習を望み、能力向上への関心は相対的に薄い。協調的で能力の高い学習者のリードに出会えば相互作用にも参加し楽しく学習できる。だが、親しくない能力が高い学習者が複数いるグループでは発言することを控えることもある。このように、固定系グループは非固定系に比し外的環境の変化によって生じる変数が大きい。

본 연구는 자동차부품업체의 공급자-구매자 협력관계가 지속가능 SCM 활동과 협력성과에 미치는 영향을 분석하고자 한다. 본 연구에서 제안된 연구모형과 가설을 검증하기 위하여 실증자료를 수집하였고 구조모형분석을 이용하여 검증하였다. 분석결과, 첫째, 공급자-구매자간 협력관계가 지속가능 SCM 활동에 정(+)의 영향을 미치는 것으로 분석되었고, 두 집단간 차이분석 결과에서도 공급자와 구매자 관점 모두 협력관계가 지속가능 SCM 활동에 정(+)의 영향을 미치는 것으로 분석되었다. 둘째, 공급자-구매자간 지속가능 SCM 활동이 협력성과에 정(+)의 영향을 미치는 것으로 분석되었고, 두 집단간 차이분석 결과에서도 공급자와 구매자 관점 모두 지속가능 SCM 활동이 협력성과에 정(+)의 영향을 미치는 것으로 분석되었다. 셋째, 공급자-구매자간 협력관계가 협력성과에 정(+)의 영향을 미치나 통계적으로 유의하지 않은 것으로 분석되었으며, 두 집단간 차이분석 결과에서는 공급자 관점은 협력관계가 협력성과에 정(+)의 영향을 미치지 않는 것으로 분석되었으나, 구매자 관점은 협력관계가 협력성과에 정(+)의 영향을 미치는 것으로 분석되어 관점의 차이에 따라 협력성과 향상에 대한 인지정도는 다른 것으로 평가된다. 본 연구결과는 공급자-구매자 협력관계에 대한 장기적으로 전략적 관계구축을 이루고자 하는 기업들에게 유용한 정보를 제공해 줄 수 있으며, 기업의 협력성과 및 경쟁력 향상을 위한 방안에 활용될 수 있다.

The Purpose of this is to Examine the Effects of Collaborative Relations of Supplier- Buyer, Sustainable Supply Chain Management(SCM) Sctivities, and Collaborative Performance in Automobile-part Companies. The Proposed Research Model is Tested using Structural Equation Modeling for Hypotheses based on the Data Collected from 274 Firms. The Results Indicate that Collaborative Relations of Supplier-buyer Positively Affect Sustainable SCM Activities. In Addition, Sustainable SCM Activities Positively Affects Collaborative Performance. The Results of the Study Show that Collaborative Relations of Supplier-buyer is Positively Associated with Sustainable SCM Activities in both Supplier and Buyer Firms. Sustainable SCM Activities have a Significant Impact on Collaborative Performance in both Parts. In Addition, Collaborative Relations of Supplier-buyer have a Significant Impact on Collaborative Performance of Buyer Firms but Supplier. This Study would Provide Useful Information for Collaboration between Supplier and Buyer to have a Long-term Strategic Relationship on Sustainable SCM Activities, which Impact on Collaborative Performance and Competitive Advantages.

최근 집단에서의 학습을 통해 어떻게 지식을 창출하는가에 대한 논의는 활발하게 이루어지고 있다. 하지만, 학습자들이 집단의 학습 활동으로 어떻게 협력하여 지식을 구성하고 있는가의 구체적이며 실제적인 장면에대한 논의는 상대적으로 부족한 상황이다. 본 논문에서는 이러한 문제의식을 기반으로 Engeström이 주창한 활동이론을 이론적으로 고찰하고, 집단 학습 활동을 들여다보기 위한 방법론으로 활용하여 학습의 공동체에서 집단의 사회적 실천으로 지리지식이 창출되는 과정을 살핀다. 이를 위해 실행 연구에서 획득한 질적 연구 자료를 활용하여 협력적 지리지식 창출에 영향을 미치는 요인을 규명하고 활동 체계의 확장적 전환과 활동 체계 내적 모순의 변화 과정을 드러내었다. 또한, 집단에서의 지식 창출 과정이 구조적으로 분석됨에 따라 이것이 확장학습으로개인의 지리 지식 형성에 끼치는 효과도 확인하였다.

Recently, discussions about how to create knowledge through group learning have been actively conducted. However, there is a relative lack of discussion on concrete and actual scenes of how learners are constructing their knowledge in collaboration with group learning activities. Based on this awareness of the problem, this paper studies Engestrom’s theory and uses it as a methodology to look into group learning activities, and finds out the process of creation of geographical knowledge through social practice of group learning community. To do this, we used the qualitative research data obtained from the action research study to identify the factors affecting the collaborative geographical knowledge creation, and revealed the process of the expansive transformation of the activity system and the process of change of the internal contradiction within the activity system. In addition, as the process of knowledge creation in the group is analyzed structurally, it also confirmed the effect of expansive learning on the formation of individual geographical knowledge.