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Differentiated Component Approach to Cooperative Learning

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dc.contributor.authorBak, Byung-Gee-
dc.date.accessioned2011-01-05T23:40:04Z-
dc.date.available2011-01-05T23:40:04Z-
dc.date.issued1994-
dc.identifier.citationSNU Journal of Education Research, Vol.4, pp. 91-109-
dc.identifier.issn1225-5335-
dc.identifier.urihttps://hdl.handle.net/10371/72456-
dc.description1994-
dc.description.abstractIt is the learner's activity that results in the learning. It is the function of the instructor to provide conditions that will increase the probability that the student will acquire the particular performance. That is to say, we cannot control learning but can only increase the probability that certain kinds of behavior will occur (Joyce & Weil, 1986, 429-431). Under proper conditions, emotional and intellectual growth could go hand in hand, and children could learn to like and trust each other in the course of their everyday learning activities (Aronson, Blaney, Stephen, & Snap, 1978, 18-23).-
dc.language.isoen-
dc.publisher서울대학교 교육종합연구원-
dc.subject91-109-
dc.titleDifferentiated Component Approach to Cooperative Learning-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthor박병기-
dc.citation.journaltitleSNU Journal of Education Research-
dc.citation.endpage109-
dc.citation.pages91-109-
dc.citation.startpage91-
dc.citation.volume4-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education Research (SJER)SNU Journal of Education Research vol.04 (1994)
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