Кооперативно учење и уважавање разлика
Cooperative learning and recognition of diversities
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
The results of numerous investigations on the effects of cooperative learning methods show that
they consistently positively influence the achievement of both cognitive and social-emotional
teaching goals. Those investigations were most frequently carried out experimentally in natural
conditions (in the classroom), where cooperative learning methods were compared to traditional
teaching methods. Compared with individual learning and that which gives prominence to
competition, it proved that cooperative learning encourages positive peers’ attitudes to the
diversity of academic abilities, gender, race, nationality, religion and the like. Interdependence
of cooperative group members leads to greater respect, trust, interest in peers, and tolerance to
differences among them. In other words, group members begin to more highly evaluate one
another than they do in competitive situations. Cooperative learning experiences encourage
recognition of the so-called »stigmatized« students (...lower abilities, low social status,
nationality) despite differences perceived by other students. In classes where cooperative
learning methods are applied peers perceive »stigmatized« children as more worthy, better
contributors to the work of group and achievement of group goals, they are more often invited
to interaction in out-of-school situations.
Ključne reči:
cooperative learning / group work / peers / heterogeneity / social relationshipsIzvor:
Уважавање различитости и образовање, 2003, 101-103Izdavač:
- Београд : Институт за педагошка истраживања
Napomena:
- Назив збирке: Библиотека "Педагошка теорија и пракса” 10
Institucija/grupa
IPITY - CHAP AU - Шевкушић, Славица PY - 2003 UR - http://ipir.ipisr.org.rs/handle/123456789/363 AB - The results of numerous investigations on the effects of cooperative learning methods show that they consistently positively influence the achievement of both cognitive and social-emotional teaching goals. Those investigations were most frequently carried out experimentally in natural conditions (in the classroom), where cooperative learning methods were compared to traditional teaching methods. Compared with individual learning and that which gives prominence to competition, it proved that cooperative learning encourages positive peers’ attitudes to the diversity of academic abilities, gender, race, nationality, religion and the like. Interdependence of cooperative group members leads to greater respect, trust, interest in peers, and tolerance to differences among them. In other words, group members begin to more highly evaluate one another than they do in competitive situations. Cooperative learning experiences encourage recognition of the so-called »stigmatized« students (lower abilities, low social status, nationality) despite differences perceived by other students. In classes where cooperative learning methods are applied peers perceive »stigmatized« children as more worthy, better contributors to the work of group and achievement of group goals, they are more often invited to interaction in out-of-school situations. PB - Београд : Институт за педагошка истраживања T2 - Уважавање различитости и образовање T1 - Кооперативно учење и уважавање разлика T1 - Cooperative learning and recognition of diversities EP - 103 SP - 101 UR - https://hdl.handle.net/21.15107/rcub_ipir_363 ER -
@inbook{ author = "Шевкушић, Славица", year = "2003", abstract = "The results of numerous investigations on the effects of cooperative learning methods show that they consistently positively influence the achievement of both cognitive and social-emotional teaching goals. Those investigations were most frequently carried out experimentally in natural conditions (in the classroom), where cooperative learning methods were compared to traditional teaching methods. Compared with individual learning and that which gives prominence to competition, it proved that cooperative learning encourages positive peers’ attitudes to the diversity of academic abilities, gender, race, nationality, religion and the like. Interdependence of cooperative group members leads to greater respect, trust, interest in peers, and tolerance to differences among them. In other words, group members begin to more highly evaluate one another than they do in competitive situations. Cooperative learning experiences encourage recognition of the so-called »stigmatized« students (lower abilities, low social status, nationality) despite differences perceived by other students. In classes where cooperative learning methods are applied peers perceive »stigmatized« children as more worthy, better contributors to the work of group and achievement of group goals, they are more often invited to interaction in out-of-school situations.", publisher = "Београд : Институт за педагошка истраживања", journal = "Уважавање различитости и образовање", booktitle = "Кооперативно учење и уважавање разлика, Cooperative learning and recognition of diversities", pages = "103-101", url = "https://hdl.handle.net/21.15107/rcub_ipir_363" }
Шевкушић, С.. (2003). Кооперативно учење и уважавање разлика. in Уважавање различитости и образовање Београд : Институт за педагошка истраживања., 101-103. https://hdl.handle.net/21.15107/rcub_ipir_363
Шевкушић С. Кооперативно учење и уважавање разлика. in Уважавање различитости и образовање. 2003;:101-103. https://hdl.handle.net/21.15107/rcub_ipir_363 .
Шевкушић, Славица, "Кооперативно учење и уважавање разлика" in Уважавање различитости и образовање (2003):101-103, https://hdl.handle.net/21.15107/rcub_ipir_363 .