본 연구는 사회적 구성주의에서 강조한 협동학습 상황에서 대학생의 과제적 요소와 사회적 요소가 어떻게 학생의 사고 및 동기의 과정과 학습결과에 영향을 미치는지, 이를 긍정적 과정과 부정적 과정으로 구분하여 연구하였다. 본 연구는 대학생 8명을 대상으로 심층 인터뷰하여 자 료를 수집하였고 수집한 자료는 근거이론 분석법을 사용하여 개방코딩과 축 코딩을 실시하여 분석하였다. 자료 분석은 과제적 요소와 사회적 요소 관점에서 긍정적, 부정적 협동학습의 조건 과 협동학습 과정과 그 결과로 나누어 분석하였다. 협동학습 과정에서는 조원이나 본인이 이해 가 잘 안될 때, 의견 대립 시 합의도달 과정으로 구분하고, 협동학습의 결과에서는 과제적 요소 와 사회적 요소로 구분하였으며, 학생들이 협동학습 상황에서 경험하는 인지적, 정의적 요소를 구체적으로 분석하였다. 본 연구의 시사점과 추후 연구의 제안 등이 논의되었다

The purpose of this study is to understand the students' experiences of participating in small group cooperative learning situation. Data sources included the interviews from 8 students who are participating in cooperative learning situation. Open, axial coding resulted in the following categories: 1) the conditions of cooperative learning situation that are positively and negatively perceived by students, 2) the students' positive and negative experiences during cooperative learning situation, 3) the consequences from students' positive and negative experiences in cooperative learning situation. Additionally, making jokes during discussion, developing closeness among students, and students' expectation of the instructors' help were discussed.

The purpose of this study is to understand the students' experiences of participating in small group cooperative learning situation. Data sources included the interviews from 8 students who are participating in cooperative learning situation. Open, axial coding resulted in the following categories: 1) the conditions of cooperative learning situation that are positively and negatively perceived by students, 2) the students' positive and negative experiences during cooperative learning situation, 3) the consequences from students' positive and negative experiences in cooperative learning situation. Additionally, making jokes during discussion, developing closeness among students, and students' expectation of the instructors' help were discussed.

cooperative learning, classroom discussion, positive interdependence, grounded theory method