Кооперативно учење и уважавање разлика

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.