IPIR - Repository of the Institute for Educational Research
Institute for Educational Research
    • English
    • Српски
    • Српски (Serbia)
  • English 
    • English
    • Serbian (Cyrillic)
    • Serbian (Latin)
  • Login
View Item 
  •   IPIR
  • IPI
  • Radovi istraživača / Researchers’ publications
  • View Item
  •   IPIR
  • IPI
  • Radovi istraživača / Researchers’ publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Theoretical fundamentals and prospects of cooperative learning

Teorijske osnove i perspektive kooperativnog učenja

Thumbnail
1995
Teorijske_osnove_i_perspektive_1995.pdf (23.43Mb)
Authors
Ševkušić-Mandić, Slavica
Article (Published version)
Metadata
Show full item record
Abstract
Cooperative learning incorporates ideas, principles and treatments which stem from a number of areas of pedagogical and psychological theory and practice, and which are most often reduced to four essential effects in literature dealing with this problem: Dewey's philosophy of education, psychology of group dynamics, constructivist psychology of cognition and theory of intrinsic motivation for learning. Although these areas overlap in their views, they will be treated separately to get better insight into the problem. In addition to discussion on theoretical foundations of cooperative learning, the paper gives review of research evidence for superiority of this form of learning to competitive and individual from the aspect of student cognitive and social development. Examinations of cooperative learning effects were directed to a great number of variables, four of them being singled out as most frequently studied: achievement, interpersonal relationships, social support and self-respect.... Voluminous study results have been consistent for decades as to giving evidence for the effectiveness of this form of learning and no statistically significant differences were established for special research characteristics: different teaching subjects, age of examinees, instruments used and the like. Lastly, the paper discusses possible reasons for cooperative learning not being present enough in teaching practice as well as issues and problems which could be instructions for future research in this area.

Kooperativno učenje inkorporira ideje, principe i postupke koji potiču iz nekoliko različitih oblasti pedagoške i psihološke teorije i prakse, i koji se u literaturi o ovom problemu najčešće svode na četiri glavna uticaja: Djuijeva filozofija obrazovanja, psihologija grupne dinamike, konstruktivistička psihologija saznanja i teorije intrinzičke motivacije za učenje. Iako se ove oblasti preklapaju u svojim gledištima mi ćemo ih tretirati odvojeno u cilju jasnijeg sagledavanja problema. Pored toga što se u radu diskutuje o teorijskim osnovama kooperativnog učenja, daje se i pregled istraživačkih dokaza o superiornosti ovog oblika učenja nad kompetitivnim i individualnim, u pogledu kognitivnog i socijalnog razvoja učenika. Ispitivanje efekata kooperativnog učenja bilo je usmereno na veliki broj varijabli od kojih bi se mogle izdvojiti četiri kao najčešće ispitivane: uspeh/postignuće, interpersonalni odnosi, socijalna podrška i samopoštovanje. Rezultati mnogobrojnih studija dosledni su već... decenijama u pogledu dokazivanja efikasnosti ovog oblika učenja, i nisu pronađene statistički značajne razlike s obzirom na posebne karakteristike istraživanja: različiti nastavni predmeti, uzrasti ispitanika, primenjeni instrumenti i sl. Na kraju, diskutuje se o mogućim razlozima nedovoljne zastupljenosti kooperativnog učenja u nastavnoj praksi, kao i o pitanjima i problemima koji bi mogli predstavljati smernice za buduća istraživanja u ovoj oblasti

Keywords:
kooperativno učenje / male grupe / interpersonalni odnosi / uspeh / samopoštovanje / cooperative learning / small groups / interpersonal relationships / success / self respect
Source:
Zbornik Instituta za pedagoška istraživanja, 1995, 27, 138-157
Publisher:
  • Beograd : Institut za pedagoška istraživanja

ISSN: 0579-6431

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_27
URI
http://ipir.ipisr.org.rs/handle/123456789/27
Collections
  • Radovi istraživača / Researchers’ publications
  • Zbornik Instituta za pedagoška istraživanja
Institution/Community
IPI
TY  - JOUR
AU  - Ševkušić-Mandić, Slavica
PY  - 1995
UR  - http://ipir.ipisr.org.rs/handle/123456789/27
AB  - Cooperative learning incorporates ideas, principles and treatments which stem from a number of areas of pedagogical and psychological theory and practice, and which are most often reduced to four essential effects in literature dealing with this problem: Dewey's philosophy of education, psychology of group dynamics, constructivist psychology of cognition and theory of intrinsic motivation for learning. Although these areas overlap in their views, they will be treated separately to get better insight into the problem. In addition to discussion on theoretical foundations of cooperative learning, the paper gives review of research evidence for superiority of this form of learning to competitive and individual from the aspect of student cognitive and social development. Examinations of cooperative learning effects were directed to a great number of variables, four of them being singled out as most frequently studied: achievement, interpersonal relationships, social support and self-respect. Voluminous study results have been consistent for decades as to giving evidence for the effectiveness of this form of learning and no statistically significant differences were established for special research characteristics: different teaching subjects, age of examinees, instruments used and the like. Lastly, the paper discusses possible reasons for cooperative learning not being present enough in teaching practice as well as issues and problems which could be instructions for future research in this area.
AB  - Kooperativno učenje inkorporira ideje, principe i postupke koji potiču iz nekoliko različitih oblasti pedagoške i psihološke teorije i prakse, i koji se u literaturi o ovom problemu najčešće svode na četiri glavna uticaja: Djuijeva filozofija obrazovanja, psihologija grupne dinamike, konstruktivistička psihologija saznanja i teorije intrinzičke motivacije za učenje. Iako se ove oblasti preklapaju u svojim gledištima mi ćemo ih tretirati odvojeno u cilju jasnijeg sagledavanja problema. Pored toga što se u radu diskutuje o teorijskim osnovama kooperativnog učenja, daje se i pregled istraživačkih dokaza o superiornosti ovog oblika učenja nad kompetitivnim i individualnim, u pogledu kognitivnog i socijalnog razvoja učenika. Ispitivanje efekata kooperativnog učenja bilo je usmereno na veliki broj varijabli od kojih bi se mogle izdvojiti četiri kao najčešće ispitivane: uspeh/postignuće, interpersonalni odnosi, socijalna podrška i samopoštovanje. Rezultati mnogobrojnih studija dosledni su već decenijama u pogledu dokazivanja efikasnosti ovog oblika učenja, i nisu pronađene statistički značajne razlike s obzirom na posebne karakteristike istraživanja: različiti nastavni predmeti, uzrasti ispitanika, primenjeni instrumenti i sl. Na kraju, diskutuje se o mogućim razlozima nedovoljne zastupljenosti kooperativnog učenja u nastavnoj praksi, kao i o pitanjima i problemima koji bi mogli predstavljati smernice za buduća istraživanja u ovoj oblasti
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Theoretical fundamentals and prospects of cooperative learning
T1  - Teorijske osnove i perspektive kooperativnog učenja
EP  - 157
IS  - 27
SP  - 138
ER  - 
@article{
author = "Ševkušić-Mandić, Slavica",
year = "1995",
abstract = "Cooperative learning incorporates ideas, principles and treatments which stem from a number of areas of pedagogical and psychological theory and practice, and which are most often reduced to four essential effects in literature dealing with this problem: Dewey's philosophy of education, psychology of group dynamics, constructivist psychology of cognition and theory of intrinsic motivation for learning. Although these areas overlap in their views, they will be treated separately to get better insight into the problem. In addition to discussion on theoretical foundations of cooperative learning, the paper gives review of research evidence for superiority of this form of learning to competitive and individual from the aspect of student cognitive and social development. Examinations of cooperative learning effects were directed to a great number of variables, four of them being singled out as most frequently studied: achievement, interpersonal relationships, social support and self-respect. Voluminous study results have been consistent for decades as to giving evidence for the effectiveness of this form of learning and no statistically significant differences were established for special research characteristics: different teaching subjects, age of examinees, instruments used and the like. Lastly, the paper discusses possible reasons for cooperative learning not being present enough in teaching practice as well as issues and problems which could be instructions for future research in this area., Kooperativno učenje inkorporira ideje, principe i postupke koji potiču iz nekoliko različitih oblasti pedagoške i psihološke teorije i prakse, i koji se u literaturi o ovom problemu najčešće svode na četiri glavna uticaja: Djuijeva filozofija obrazovanja, psihologija grupne dinamike, konstruktivistička psihologija saznanja i teorije intrinzičke motivacije za učenje. Iako se ove oblasti preklapaju u svojim gledištima mi ćemo ih tretirati odvojeno u cilju jasnijeg sagledavanja problema. Pored toga što se u radu diskutuje o teorijskim osnovama kooperativnog učenja, daje se i pregled istraživačkih dokaza o superiornosti ovog oblika učenja nad kompetitivnim i individualnim, u pogledu kognitivnog i socijalnog razvoja učenika. Ispitivanje efekata kooperativnog učenja bilo je usmereno na veliki broj varijabli od kojih bi se mogle izdvojiti četiri kao najčešće ispitivane: uspeh/postignuće, interpersonalni odnosi, socijalna podrška i samopoštovanje. Rezultati mnogobrojnih studija dosledni su već decenijama u pogledu dokazivanja efikasnosti ovog oblika učenja, i nisu pronađene statistički značajne razlike s obzirom na posebne karakteristike istraživanja: različiti nastavni predmeti, uzrasti ispitanika, primenjeni instrumenti i sl. Na kraju, diskutuje se o mogućim razlozima nedovoljne zastupljenosti kooperativnog učenja u nastavnoj praksi, kao i o pitanjima i problemima koji bi mogli predstavljati smernice za buduća istraživanja u ovoj oblasti",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Theoretical fundamentals and prospects of cooperative learning, Teorijske osnove i perspektive kooperativnog učenja",
pages = "157-138",
number = "27"
}
Ševkušić-Mandić, S.. (1995). Theoretical fundamentals and prospects of cooperative learning. in Zbornik Instituta za pedagoška istraživanja
Beograd : Institut za pedagoška istraživanja.(27), 138-157.
Ševkušić-Mandić S. Theoretical fundamentals and prospects of cooperative learning. in Zbornik Instituta za pedagoška istraživanja. 1995;(27):138-157..
Ševkušić-Mandić, Slavica, "Theoretical fundamentals and prospects of cooperative learning" in Zbornik Instituta za pedagoška istraživanja, no. 27 (1995):138-157.

DSpace software copyright © 2002-2015  DuraSpace
About IPIR | Send Feedback

OpenAIRERCUB
 

 

All of DSpaceCommunitiesAuthorsTitlesSubjectsThis institutionAuthorsTitlesSubjects

Statistics

View Usage Statistics

DSpace software copyright © 2002-2015  DuraSpace
About IPIR | Send Feedback

OpenAIRERCUB