The Learning Effects of Children Curriculums by Using Cooperative Learning and Community Practice
The purpose of this study was to explore the learning effects of two courses (children play therapy and children development and guidance, respectively) by using cooperative learning and community practice. The research participants were college students. The research was action research. The Learning Motivation Scale (LMS) and Empathy Components Questionnaire (ECQ) were collected with 18 and 21 copies, including pre-test and post-test. Moreover, 18 personal assignments and eight texts of group reflection assignments were collected from students. The quantitative data were analyzed by descriptive method and paired t-test. The qualitative data were analyzed through content analysis. The results were as follows: The ECQ score and the subscale score of cognitive drive in the pre-test and post-test significantly differed (t=2.557; p=.020; t=7.444; p=.000) in the children play therapy course. By contrast, the children development and guidance course using cooperative learning and community practice indicated that LMC and ECQ score in the pre-test and post-test had no significant difference (t=1.295; p=.210; t=2.057; p=.053). From the quality analysis, Cooperative learning could improve the college students’ schoolwork involvement and prompt their cognitive and emotional empathy toward children; community practice could improve their awareness, understanding, reflection, and learning motivation abilities toward children. Conclusion: cooperative learning and community practice could increase the learning motivation and ability of empathy. Finally, the action project has been revised on the basis of the research results, suggesting that the cooperative learning-related activities and the intensive supervision sessions in practice duration be added accordingly.
|關鍵詞||兒童相關課程、合作學習、社區實作、學習成效、children curriculum、cooperative learning、community practice、learning effects|