이 연구의 목적은 협력적 과제수행을 기반으로 하는 초등 기후변화 캠프 사례에서 학습자들을 학습 성공으로 이끄는 요인이 무엇인지를 알아보기 위한 것이다. 연구를 위해 기후변화 캠프에 참여한 초등학생 78명을 대상으로 사전 사후 검사를 실시하였으며, 참가자들의 생활과 학습을 가까이에서 관찰한 예비교사를 대상으로 면담을 실시하여 기후변화 캠프에서의 학습 성공 요인을 살펴보았다. 그 결과, 사전 과제수행력, 팀 구성원과의 교우 관계, 사전 기후변화 지식은 협력적 과제수행을 기반으로 하는 초등 기후변화 캠프에서의 환경소양 증가에 긍정적인 영향을 미쳤다(R2=.534). 몇몇 팀의 세부적인 사례를 살펴보면 환경소양 증가가 뚜렷했던 팀들에서는 낯선 팀 구성원 간에 관계를 유연하게 하기 위한 노력이 관찰되었다. 또한 다양한 아이디어를 통해 각자가 가지고 있는 기후 변화 지식 끌어내어 효과적이고 협력적으로 과제를 수행하고자 하였다. 과제수행력 증가에 유효하게 영향을 미친 요인으로는 팀 내 협력과 사전 기후변화 지식을 들 수 있다(R2=.508). 팀별 사례 분석에서 과제수행력이 거의 증가되지 않은 팀의 경우, 팀 내 협력 및 새로운 교우 관계 형성에서 상대적으로 매우 낮은 만족도를 나타내었으며, 이들이 캠프 활동을 통해 겪은 교우간의 갈등은 환경 캠프의 학습성공에 부정적인 영향을 미친 것으로 분석되었다.
The purpose of this study is to examine the factors that lead learners to learning success in the case of elementary environment educational camps based on cooperative task performance. We conducted pre and post tests on environmental literacy, team performance, self-efficacy, and knowledge about climate change with 78 elementary students who participated in camps. We also surveyed the satisfaction of teamwork, environmental learning, and mentoring from student-teachers after camp. Additionally, we interviewed student-teachers who closely observed the lives and learning of the participants. As a result, pre-team task performance, friendship with team members, and prior knowledge of climate change positively affected environmental literacy (R2=.534). In the case of the detailed examples of some teams, several efforts made to make the relationship flexible among unfamiliar team members with whom the increase in environmental literacy is evident. They also tried to carry out tasks effectively and cooperatively by extracting knowledge on climate change through various ideas, Factors influencing the increase in team task performance were team collaboration and pre-knowledge about climate change (R2=.508). In the case analysis of each team, the team with little improvement in team task performance showed relatively low satisfaction in team collaboration and friendship. Conflicts among team members in camp activities had a negative impact on learning success.
The purpose of this study is to examine the factors that lead learners to learning success in the case of elementary environment educational camps based on cooperative task performance. We conducted pre and post tests on environmental literacy, team performance, self-efficacy, and knowledge about climate change with 78 elementary students who participated in camps. We also surveyed the satisfaction of teamwork, environmental learning, and mentoring from student-teachers after camp. Additionally, we interviewed student-teachers who closely observed the lives and learning of the participants. As a result, pre-team task performance, friendship with team members, and prior knowledge of climate change positively affected environmental literacy (R2=.534). In the case of the detailed examples of some teams, several efforts made to make the relationship flexible among unfamiliar team members with whom the increase in environmental literacy is evident. They also tried to carry out tasks effectively and cooperatively by extracting knowledge on climate change through various ideas, Factors influencing the increase in team task performance were team collaboration and pre-knowledge about climate change (R2=.508). In the case analysis of each team, the team with little improvement in team task performance showed relatively low satisfaction in team collaboration and friendship. Conflicts among team members in camp activities had a negative impact on learning success.
