고등학교 「사회」교과서 경제단원의 통계 학습자료 분석

이기연 ( Lee Ki-Yeon ) 한국사회교과교육학회 2003 사회과교육연구 Vol.10 No.2

Learning materials of excellent quality in the textbook of social studies, which emphasizes learners on right recognition of social phenomena, should aid students to understand social phenomena objectively. It is very important to provide students with statistical data which state social happenings in figures as learning materials for their right recognition of social phenomena in the era of overflowing information and rapid social changes. Statistical learning materials are used educationally for helping students' right recognition of society in the textbook. Therefore, first, the numerical and visual information in statistical graphs, and the indicators used in materials should be precise. Second, the source of the learning materials should be authentic and reliable. Third, the materials should be practical in the process of teaching-learning. Followings are the results of analyzing the textbook in these views. First, even though learning materials require correctness, wrong statistical data, which were extracted from general publication, were used in the textbook just as it were, or there were some errors in marking units in the process of publishing the textbook. Each textbook showed their own source of materials and they largely differed in the frequency of presenting the source and using the official statistics. It showed the problem of reliability because the way of indicating the source of materials should be reliable. Second, the using of the economic indicators in statistical learning materials could be analyzed in following four ways; using one economic indicator in various terms, using different economic indicators as the same meaning, using different indicators as one when it represented others in statistical analysis, using the economic indicator ambiguously. Third, the application of statistical learning materials that is required to be practical could be observed in series of searching function, which can help students collect and analyze the materials with additional texts, explanatory function, which can help them understand and explain the content of the textbook, and visual function, which offers simple visual information without any related descriptions or texts. In statistical learning materials designed to facilitate the searching function, it was seen that the additional texts required the level of interpreting materials in the order of inferencing beyond the given materials, understanding of the given materials, reading the materials. As seen in this study, the inaccuracies in ways of presenting statistical learning materials and using the indicators, can cause cognitive confusion between the teacher and students, who are users of materials, in the process of teaching-learning. Carrying out simple visual function and using the texts that require biased analysis of materials cannot improve students' right recognition of society. Therefore, far more careful attention is needed in the process of publishing the textbook.

2015개정 교육과정의 학습요소를 활용한 고려시대 사료학습 방안

문경호 한국역사교육학회 2020 역사교육연구 Vol.- No.37

The learning by means of historical materials has drawn attention as a method of learning for the students to expand the power of understanding, analysis, imagination and decision making. The suggestion of learning of historical materials as an alternative related to that whenever the history education was criticized for moving to the knowledge oriented education. But the learning of historical materials in reality is short to the level of interpretation by reading the historical materials simply, otherwise, it has been used for the materials of problem solving to prepare the university admission capability test. The description on the situation on the era of writing such history and the incompleteness of the historical materials should be explained essentially, but such process has been omitted mostly. This paper points the issues on the learning of historical materials in current schools and suggests the models of historical material learning in various patterns oriented to the historical terminologies and events suggested for the learning elements in the national curriculum revised on 2015. For this matter, the important contents out of the study achievements in Koryo Dynasty related to the learning elements were summarized and learning models were made by discovering the historical materials related thereto. The activities oriented to the students have been being settled in the class while the education curriculum revised on 2015 adopted. The most general thing out of the activities made in the history lessons is the study on historical materials. For the success of historical material learning, making text material by discovering the historical materials consistently which will activate the thinking power of the students rather than weighting to the theories and analysis by collecting the historical cases used in the class are essential. Moreover, the experience on the success or failure of the learning of historical materials shall be accumulated and arranged systematically 사료학습은 학생들의 이해력과 분석력, 상상력, 판단력 등을 신장시키는 학습 방안으로 주목받았다. 역사교육이 지식위주의 교육으로 흘러가고 있다는 비판을 받을 때마다 사료학습이 그 대안으로 제시된 것도 그와 관련이 있다. 그러나 현실에서의 사료학습은 단순히 사료를 읽고 해석하는 정도에서 끝나거나 대학수학능력 시험에 대비하기 위한 문제풀이용 자료 정도로 활용되고 있다. 사료가 쓰여진 시기의 상황에 대한 설명, 사료의 불완전성 등에 대하여 반드시 설명해 주어야 하지만 그러한 과정은 대부분 생략된다. 이 글에서는 현재 학교에서 이루어지고 있는 사료학습의 문제점을 지적하고, 2015개정 교육과정에 학습요소로 제시된 역사 용어 또는 사건을 중심으로 여러 가지 형태의 사료학습 모형을 제시하려 하였다. 이를 위해 학습요소와 관련된 최근의 고려시대 연구성과의 주요 내용을 정리하고, 그와 관련된 사료들을 찾아 5가지 유형의 사료학습을 제시하였다. 2015개정 교육과정이 적용되면서 수업에서는 학생 중심의 활동이 자리를 잡아가고 있다. 역사 수업 시간에 이루어지는 활동 중 가장 일반적인 것이 사료학습이다. 사료학습이 성공을 거두기 위해서는 이론에만 치중하기보다 학생들의 사고력을 자극할 만한 사료를 지속적으로 찾아내어 교재화하고, 수업에서 활용한 사례를 모아 분석하는 작업이 필요하다. 또한, 각급 학교에서 시행되는 사료학습의 성공 또는 실패 경험이 축적되고, 체계적으로 정리되어야 할 필요가 있다.

근현대 일본인 대상 한국어 학습서의 총체적 접근과 분석

고경민 겨레어문학회 2018 겨레어문학 Vol.61 No.-

이 연구는 근현대 일본인 대상으로 편찬된 한국어 학습서를 다양한 측면에서 분석하여 근대부터 일제강점기에 이르기까지 학습서의 변천을 파악하는 것을 목적으로 한다. 이를 위해 학습서의 편찬 배경과 시대적 상황과 같은 외적인 요인과 학습서의 목적 및 단원 구성과 같은 교육 내적인 요인을 함께 살펴볼 것이다. 학습서의 분석은 구축된 DB를 바탕으로 당대의 사회문화적 맥락 속에서 이루어졌다. 이 과정을 통해 근대와 일제강점기의 시대적 특성과 교재의 편찬 목적, 배경 등을 분명히 밝히고, 해당 시기 교재의 특징을 포착할 수 있을 것으로 기대하고 있다. 또한 실증적 자료와 재해석된 내용을 토대로 근대에서 일제강점기까지 편찬된 일본인 대상의 한국어 학습서의 흐름을 파악하고, 변화를 읽는 것이 중요하다고 판단하였다. 이를 위해서는 학습서 한 두 권의 분석이 아닌 통시적인 관점에서 학습서를 살피는 과정이 필요하다. 이러한 과정을 통하여 아직 정확한 규모나 내용을 알 수 없는 근대와 일제강점기 일본인 대상의 한국어 학습서의 규모와 편찬 상황은 물론 교육 내용 등을 총체적인 차원에서 접근할 수 있을 것이다. This study is intended to understand the transition of learning materials from modern times to the Japanese colonial era by analyzing Korean learning materials compiled for modern-present Japanese people, from various perspectives. For this study, external factors like compilation backgrounds of learning materials and situations of the times and internal factors like purposes of learning materials and construction of units are examined as well. Learning materials are analyzed in the social and cultural context of those times, based on the constructed DB. It is anticipated that this process would help in clarifying traits of modern times and the Japanese colonial era, compilation purposes of teaching materials, and backgrounds and in grasping characteristics of teaching materials of the times. It was also considered that it was important to understand the stream of Korean learning materials for Japanese people compiled from modern times to the Japanese colonial era and read the change, based on the empirical data and re-interpreted information. This requires a process of investigating learning materials, from a diachronic viewpoint, not merely analyzing one or two learning materials. It is supposed that this process may facilitate a holistic approach to the scale of Korean learning materials for Japanese people, compilation situations, and educational contents of modern times and of the Japanese colonial era that have not been found accurately, yet.

인포그래픽 학습 자료에 대한 초등 교사들의 인식

문양희 ( Yang Hee Mun ),강동식 ( Dong Shik Kang ) 경북대학교 과학교육연구소 2015 과학교육연구지 Vol.39 No.2

This study’s purpose is to investigate elementary school teachers`` perception on infographics learning materials. For this, this study made a questionnaire about infographics cognition or not, the need for development of infographics learning materials, science class applied infographics. And then, this study conducted a survey of 300 elementary school teachers. Through this process, this study had the results that most elementary school teachers had not some experience infographics and had never applied infographics during the class. On the other hand, elementary school teachers who had some experience said that they had used infographics in society subject and science subject. And they said that infographics was used in the development stage of class. In the need for development of infographics learning materials, this study had the results that elementary school teachers recognized the quantities of infographics which could apply in learning materials of elementary school inadequate. And elementary school teachers said that they needed infographics learning materials which could actually apply in class. Also, elementary school teachers said that the subject which could be most applied infographics learning materials was society subject and science subject. And they said that infographics learning materials was a good method which can be applied to third grade and fourth grade in elementary school. In science class applied infographics learning materials, elementary school teachers said that the best class stage to presenting infographics learning materials was full-scale lesson of each chapter in curriculum and they recognized that infographics learning materials must be used for understanding scientific concepts. Add to this, elementary school teachers recognized that the development of learning materials with the application of infographics learning materials must take precedence in order for education applied infographics learning materials to carry out successfully.

박물관ᐧ미술관 교수ᐧ학습매체 개발과 활용 방향: 어린이 박물관ᐧ미술관을 중심으로

김해경(Hai-kyung Kim) 한국문화교육학회 2017 문화예술교육연구 Vol.12 No.1

박물관ㆍ미술관 교육에서 대부분의 학습이 교수자 없이 이루어지는 상황을 고려하면 교수ㆍ학습 매체는 박물관ㆍ미술관 교육에서 매우 중요한 위치에 있다. 따라서 본 연구에서는 현재 사용되고 있는 교수ㆍ학습 매체의 문제점을 알아보고 교수ㆍ학습 매체의 개발과 활용 방향에 대해 논의해보고자 하였다. 박물관ㆍ미술관의 교수ㆍ학습 매체가 갖고 있는 문제점으로는 학습자의 요구와 상황에 맞추어 세분화되지 않은 점, 교수ㆍ학습 매체의 종류 및 형식이 유사한 점, 어린이 박물관ㆍ미술관 내 전시물에 진품 전시가 드물다는 점, 작동이 되지 않는 전시물이 그대로 방치되는 점을 지적하였다. 이러한 박물관ㆍ미술관의 교수ㆍ학습 매체 개발과 활용 방안으로는 다양한 관람객의 상황에 맞추어 교수ㆍ학습 매체를 세분화할 것, 교재보다 교구 형태의 교수ㆍ학습 매체 개발에 더 많은 관심을 가질 것, 새로운 종류와 형식의 교수ㆍ학습 매체 개발에 관심을 가질 것, 교수ㆍ학습 매체 개발과 유지에 드는 비용 대비 효과를 고려할 것, 어린이 박물관ㆍ미술관 내에서 진품 전시를 고려할 것, 고장 및 훼손에 대비한 예산 확보와 관리 지침을 수립할 것을 제안하였다. 교수ㆍ학습 매체 활용 방안으로는 첫째, 관람객의 연령별로 관람 동선을 제시하거나 전시물의 이용 방법을 달리 안내할 것과 교구재 대여 사업을 하는 박물관ㆍ미술관의 경우 교육 전문가가 원거리 교육 지원을 통해 교구재 활용을 지원할 것을 제안하였다. Considering most learning to be happened without a instructor in museum except participating in education program, teaching-learning materials are very important in museum education. Therefore, it is needed to find out problems of currently being used teaching-learning materials in museum education and to discuss the directions of developing and applying them. The first problem of teaching-learning materials in museum education is not to meet the needs of diverse visitors. Second, the types and styles of them are similar. Third, children s museums rarely exhibit real remains or artworks. Fourth, broken exhibits are neglected without immediate repair. The directions of development of teaching-learning materials in museum education are 1) to be subdivided teaching-learning materials by visitors age, types and degrees of disability, education, etc; 2) to concern for developing hands-on type teaching-learning materials; 3) to consider substitutes for high-priced teaching-learning materials; 4) to seek for the ways to use real remains and artworks as teaching-learning materials in children s museum; 5) to secure a budget for repairing and to develop a care instructions for teaching-learning materials. Two ideas are suggested as applying teaching-learning materials in museums. First, diverse visitors paths can be developed according to visitors needs and interests, so visitors can know which exhibits are suitable for their needs and interests. And, same teaching-learning materials can be applied in different ways. For example, kindergartners can learn about the name of color with pieces of a puzzle and primary school students can put the puzzle together. So, the way to apply teaching-learning materials in diverse ways can be suggested. Second, a museum educator can co-teach with a teacher by videotelephone who are borrowed teachers package.

Application of teaching and learning materials to culinary courses for implementation of self-directed learning

Ko, Beom-Seok(고범석),Suh, Kwang-Yul(서광열) 대한관광경영학회 2015 觀光硏究 Vol.30 No.6

본 연구는 자기주도적인 조리실습 수행을 위해 개발된 교수학습자료를 바탕으로 조리전공 15주차 수업에 적용하여 그 효과를 알아보기 위한 실행연구이다. 사전 설계된 4단계 학습활동 과 학습내용에 맞추어 개발된 교수학습자료를 조리실습에 적용하여 실제적인 학습효과를 알아 보고자 하였다. 교수학습자료의 수업 적용을 위해 고려한 사항은 첫째, 주차별 수업목표와 동일한 맥락으로 구성하여 학습자의 기술향상에 도움이 될 수 있도록 구성하였다. 둘째, 학습자는 새로운 학습 을 기존에 알고 있는 내용과 통합하여 지식을 스스로 구성할 수 있도록 하였다. 셋째, 교수학 습자료는 단계별 학습을 통해 스스로 작성할 수 있어야 하는 자기주도적인 활동으로 연계될 수 있도록 하였다. 넷째, 팀 활동학습을 통해 문제해결을 하고 학습 내용이 향상될 수 있도록 수업설계를 하였다. 교수학습자료를 활용한 학습과정은 철저한 수업설계를 통해 이루어져야 하며 자기성찰과정이 내포된 활동과 피드백으로 적극적인 학습활동 수행되도록 하였다. 자기주도적인 학습활동을 위한 교수학습자료를 통한 수업활동은 학습활동의 변화와 긍정적 인 효과를 가져왔으며 총체적으로 기대이상의 의미를 갖는다. 앞으로 다양한 교육분야에서 교 수학습자료에 대한 개발과 연구들이 지속되기를 기대한다. Thanks to shift of paradigm from teachers to learners, there is a need for leanrer-oriented classes where leaners themselves construct knowledge and participate.This study aims to propose the concrete self-directed class model by applying teaching and learning materials developed for such self-directed learning to the 15-week culinary class. For self-directed participation of learners throughout the class activity, teaching and learning materials have been categorized into 4 steps depending on learning goals for each week so that maximum learning efficiency can be ensured.Considerations for applying teaching and learning materials to classes include: 1) The materials shall be consistent with the class goals so that the results can be completed in self-directed ways. 2) Learners shall be able to construct knowledge by combining their existing knowledge with new learning. 3) For designing of teaching and learning materials, the materials shall be linked with class activities with enough learning. 4) Classes shall be designed so that issues can be resolved through cooperative linked with team activities and that content of the materials can be improved. There are few researches or literatures with cases where teaching and learning materials have been applied according to the schedule of 15-week course designed for implementing self-directed learning. For developmental culinary classes, further in-depth research is required for systematic teaching and learning method.

자기주도 학습구현을 위한 조리수업용 교수학습자료 적용: 레시피카드와 스케치카드를 중심으로

고범석 ( Beom Seok Ko ),서광열 ( Kwang Yul Suh ) 대한관광경영학회 2015 관광연구 Vol.30 No.6

Thanks to shift of paradigm from teachers to learners, there is a need for leanrer-oriented classes where leaners themselves construct knowledge and participate. This study aims to propose the concrete self-directed class model by applying teaching and learning materials developed for such self-directed learning to the 15-week culinary class. For self-directed participation of learners throughout the class activity, teaching and learning materials have been categorized into 4 steps depending on learning goals for each week so that maximum learning efficiency can be ensured. Considerations for applying teaching and learning materials to classes include: 1) The materials shall be consistent with the class goals so that the results can be completed in self-directed ways. 2) Learners shall be able to construct knowledge by combining their existing knowledge with new learning. 3) For designing of teaching and learning materials, the materials shall be linked with class activities with enough learning. 4) Classes shall be designed so that issues can be resolved through cooperative linked with team activities and that content of the materials can be improved. There are few researches or literatures with cases where teaching and learning materials have been applied according to the schedule of 15-week course designed for implementing self-directed learning. For developmental culinary classes, further in-depth research is required for systematic teaching and learning method.

학문 목적 한국어 학습자를 위한 대학생활 기반 문화 교재 개발 연구

강소영 한국문예창작학회 2019 한국문예창작 Vol.18 No.3

The purpose of this study was to develop the practical educational materials based campus life for cultural education necessary for those, learning the Korean language for academic purpose, to adapt themselves to the campus culture of Korea and improve the leaning competency. As the government has mapped out the policy to attract foreign students at a policy level, there has been an increase in the number of people who Korean language for academic purpose among the students entering domestic university. However, the results of investigation indicated that there was the adverse effect, considering that many people learning the Korean language for academic purpose showed sluggish academic performance or dropped out right after they entered domestic universities, raising the concern. Therefore, campus life-based cultural education needs to be provided separately, so that people who Korean language for academic purpose can understand the norms, mode of conduct, and custom which they have to observed, and it is necessary to create an environment conducive to promoting systematic cultural education based on development of educational materials. In this study, we discussed the development of cultural educational materials practical and useful in light of the characteristics and level of learners. We examined current situations and problems through analysis with existing studies and cultural educational materials, and conducted the analysis of requirements and needs of learners and professors, thus exploring the basic course for improvement that could be achieved when the cultural educational materials were developed. For successful educational culture, the campus life-based cultural educational materials may be developed for those learning the Korean language for academic purpose in the following way: First, the education integrating the cultural education and linguistic education should be pursued while organizing each unit by taking the content-based approach on the basis of campus life. Second, the educational materials should allow for the academic activities in view of the characteristics of those learning the Korean language for academic purpose. Third, the educational materials should be practical educational materials that can provide motivation to learners. Fourth, educational materials should present the activities comparing the culture so as to help build the critical thinking of culture and expand the ability for intercultural communication through the learning of culture. Fifth, the educational materials suited for the level of learners should be developed, and furthermore, the stage of evaluation that assesses the level of understanding after cultural learning would need to be presented together. Based on aforesaid principles, this study organized and presented the learning items corresponding to a total of 8 units, along with the actual cases of contents for each unit. The results of this study are meaningful in that this study organized practical teaching items and educational contents through development of campus life-based cultural educational materials. Through that, learners can learn practical cultural details based on more systematic process, which would lead to minimization of burden on their teachers and promotion of efficient cultural education. 본 연구는 학문 목적 한국어 학습자를 대상으로 한국의 대학 문화에 안정적으로 적응하여 학업 수행 능력을 높이기 위해 필요한 문화 교육을 실행하기 위하여 대학생활 기반의 실용적인 문화 교재를 개발하는 데 목적을 두고있다. 정부 정책의 일환으로 외국인 유학생의 유치를 확대하는 제도가 마련되면서 국내 대학에 진학하는 학문 목적 한국어 학습자가 꾸준히 증가하고 있다. 그러나 조사 결과에 따르면 많은 수의 학습자들이 국내 대학 진입과 동시에 학업 부진이나 중도 포기하는 부작용이 발생하여 우려의 목소리가 높다. 때문에 한국의 대학 사회 내에서 성공적인 의사소통을 이루기 위해서는학문 목적 한국어 학습자로서 반드시 지켜야 하는 규범이나 행동 양식, 관습들을 이해할 수 있도록 대학생활 기반의 문화 교육이 별도의 교육으로 이루어져야 하며, 교재 개발까지 이어져 체계적인 문화 교육의 환경을 마련하는 것이 필요하다. 이에 본고는 학습자의 특성과 수준을 고려하여 실제적이고 유용한 문화교재 개발에 관해 논의하였다. 기존 연구와 문화 교재 분석을 통해 현황과문제점을 고찰하였고, 학습자와 교수자의 요구분석을 실시하여 문화 교재개발 시 어떤 점들이 새롭게 보완되어야 할 것인지에 대한 방향성을 모색하였다. 성공적인 문화 교육을 위해 학문 목적 한국어 학습자를 대상으로 대학생활 기반의 문화 교재를 개발하기 위해서는 첫째, 대학생활 기반의 주제중심 접근법(Content-based Approach)을 바탕으로 단원을 구성하되, 문화 교육과 언어 교육의 통합 교육을 지향해야 한다. 둘째, 학문 목적 학습자의 특성을 고려하여 학문적 활동들을 수반하는 교재여야 한다. 셋째, 학습자에게 동기부여가 될 수 있는 실제성이 있는 교재여야 한다. 넷째, 문화 학습을 통해문화에 관한 비판적 사고를 키우고, 문화 간 의사소통 능력을 함양할 수 있는 문화 비교 활동이 제시되어야 한다. 다섯째, 학습자의 수준에 적합한 교재를 개발해야 하며 문화 학습 이후 이해 여부를 확인할 수 있는 평가 단계를 함께 제시해야 한다. 이러한 원리를 바탕으로 본 연구에서는 총 8과에 해당하는 교수요목을 구성하여 제시하였으며 단원에 따른 내용 구성을 실례로 제시하였다. 본 연구의 결과는 대학생활 기반의 문화 교재 개발을 통해 실제적인 교수요목과 교육내용을 구성하였다는 점에서 의의를 가진다. 이를 통해 학습자들은 보다 체계적인 과정 속에서 실제적인 문화 내용을 학습할 수 있으며, 그들을 가르치는 교사의 부담도 최소화되어 효과적인 문화 교육을 진행할수 있을 것이라 기대한다.

우수 초등 영어 수업의 학습 자료 활용 분석

홍정실(Jeong-Sil Hong),김정렬(Jeong-ryeol Kim) 한국콘텐츠학회 2018 한국콘텐츠학회논문지 Vol.18 No.4

본 연구는 우수한 영어 수업을 관찰하고 활용된 학습 자료들을 분석하여 효과적인 수업 개선 자료를 제공하는데 목적이 있다. 학습 자료가 수업에서 어떤 양상으로 활용되는 지를 분석하기 위한 도구로는 학습 자료 활용 분석법을 사용하여 활용양상을 양화하였다. 분석 결과 수업 단계별 자료의 사용 정도는 전개 단계에서 가장 많이 활용되었고 그 다음은 도입, 정리 순이었다. 자료의 사용자 비율은 학생보다 교사가 높았으며 학생 개인이나 그룹별 사용 정도보다 학생 전체를 대상으로 학습 자료를 활용한 횟수가 많았다. 학습자료 활용 주체의 비율이 교사가 학생보다 4배 이상 높다는 것은 학습자 중심의 학습 자료 개발이 더 필요한 것으로 보인다. 또한 언어 자료보다 비언어 자료를, 한국어 자료보다 영어 자료를 많이 활용하였으며 문제를 제시하거나 설명을 할 때 학습 자료를 많이 활용한 것으로 나타났다. 본 연구를 통해 우수한 영어수업에서 활용되는 학습 자료의 특징들을 살펴보고 초등 영어 교사들에게 학습 자료의 적절한 활용 방법을 제공할 수 있을 것으로 본다. This study aims to investigate how learning materials are used in an outstanding English class and to analyze learning materials and their use in primary English classroom activities. To this end, An Analytic Scheme of Learning Materials Use (ASLMU) is used to quantify utilization patterns of learning materials. The findings are: Learning materials are most actively used in the development period, followed by introduction and consolidation. The teacher’s rate of using learning materials is much higher than student’s, and the rate of using materials for whole students is higher than the rate of using materials for an individual or groups. It requires developing learning materials toward more a student-centered class because the teacher’s occupancy of the learning materials is fourfold compared to the student’s occupancy. Also, non-language materials are used more than language materials, and English materials are used more than Korean materials. Most of the materials are used to present a question and explain. The findings of the study are expected to suggest features of learning materials in an outstanding English class and application method of learning materials to primary English teachers.

초등학교 학생들의 비조작 자료 활용에 대한 사례 연구 - ‘함께 배움 다른 성장’학습 활동 사례를 중심으로 -

정한식 ( Jung Han-sik ) 역사교육학회 2017 역사교육논집 Vol.65 No.-

This paper presents an investigation into the effects of non-manipulated materials on Learning Together and Different Growth Lessons, which can be assorted as collaborative learning. Teacher-centered lessons not only deviate from the essence of history, but also make no contributions to the pleasure of learning. When students participate in collaborative learning, in which the focus is on activities of collecting their capabilities, their learning will become pleasant and profound. Objectives grounds are, however, important in students' activities, which raises a need for materials to make learning clear and reinforce collaborative nature. The present study chose and used non-manipulated materials, which are based on the materials processed first by teachers and used by students to reach a final conclusion through collaborative manipulation. They make good materials to meet the needs of clear learning and the conditions of collaboration with their material deficiency granted. The present study focused on the history parts in Social Studies for the second semester of the fifth grade in elementary school and used the lesson cases of the investigator doing activities with the students to figure out the nature of non-manipulated materials and check if they could help to highlight the characteristics of Learning Together and Different Growth Lessons as part of collaborative learning.