IPIR - Repozitorijum Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja
    • English
    • Српски
    • Српски (Serbia)
  • Srpski (latinica) 
    • Engleski
    • Srpski (ćirilica)
    • Srpski (latinica)
  • Prijava
Pregled zapisa 
  •   IPIR
  • IPI
  • Radovi istraživača / Researchers’ publications
  • Pregled zapisa
  •   IPIR
  • IPI
  • Radovi istraživača / Researchers’ publications
  • Pregled zapisa
JavaScript is disabled for your browser. Some features of this site may not work without it.

Кооперативно учење и уважавање разлика

Cooperative learning and recognition of diversities

Thumbnail
2003
bitstream_847.pdf (2.552Mb)
Autori
Шевкушић, Славица
Ostala autorstva
Пантић, Драгомир
Гашић-Павишић, Слободанка
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentu
Apstrakt
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 relationships
Izvor:
Уважавање различитости и образовање, 2003, 101-103
Izdavač:
  • Београд : Институт за педагошка истраживања
Napomena:
  • Назив збирке: Библиотека "Педагошка теорија и пракса” 10

ISBN: 86-7447-046-7

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_363
URI
http://ipir.ipisr.org.rs/handle/123456789/363
Kolekcije
  • Radovi istraživača / Researchers’ publications
  • Biblioteka "Pedagoška teorija i praksa"
Institucija/grupa
IPI
TY  - 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
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"
}
Шевкушић, С.. (2003). Кооперативно учење и уважавање разлика. in Уважавање различитости и образовање
Београд : Институт за педагошка истраживања., 101-103.
Шевкушић С. Кооперативно учење и уважавање разлика. in Уважавање различитости и образовање. 2003;:101-103..
Шевкушић, Славица, "Кооперативно учење и уважавање разлика" in Уважавање различитости и образовање (2003):101-103.

DSpace software copyright © 2002-2015  DuraSpace
O repozitorijumu IPIR | Pošaljite zapažanja

OpenAIRERCUB
 

 

Kompletan repozitorijumGrupeAutoriNasloviTemeOva institucijaAutoriNasloviTeme

Statistika

Pregled statistika

DSpace software copyright © 2002-2015  DuraSpace
O repozitorijumu IPIR | Pošaljite zapažanja

OpenAIRERCUB