Peer interactions and teacher student interactions are essential components of learning upon which cooperative learning (CL) is rooted. Empirical data about this type of interactions are scanty. The aim of this research is to compare students' opinions about the student-student and student-teacher interactions in a CL method (Jigsaw II/puzzle) and the conventional teacher learning method after learning an economics teaching unit in a secondary education school. The study was carried out in a secondary education level institute in the island of Tenerife, Canary Islands (Spain) during the 2017-2018 academic year. Twenty-eight students took part in the study. Students were taught a unit through the conventional teacher exposition method and later through a CL technique (Jigsaw II/puzzle). Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale. Students were evaluated twice, during the conventional instruction and approximately two weeks later after receiving the CL instruction. The total score of interactions among peers was significantly higher with the CL method than the conventional method (conventional method: 19.92 ± 2.26 vs CL method: 21.54 ± 2.75, p < 0.009). There were no significant differences between the methods of learning in the total score of the interaction with the teacher (conventional method: 17.17±1.61 vs CL method: 16.37±2.78, p < 0.098), but in item 9 (interchange of information with the teacher) the score in conventional method was significantly higher than in the CL technique (4.50 ± 0.59 vs 4.21 ± 0.72, p < 0.016). In conclusion, the secondary education students consider that puzzle/jigsaw II CL technique promotes relationships among peers more than conventional learning while there is no difference between the puzzle/jigsaw II CL technique and the conventional learning in the teacher-student relationships.

Cooperative learning (CL) has been applied to different subjects in different educational levels. Economy as a subject has been introduced recently in the curriculum of secondary schools compared to other classical subjects such as mathematics or literature. The aim of this research is to systematically review the application of CL in the teaching of economy in secondary education. Methods: a search in the Web of Science (WOS), Scopus and EBSCOhost (Academic Search Complete, Business Source Ultimate, EconLit with full text, ERIC, Library, information science & technology abstract, PsycArticles, PsycInfo) was carried out from database inception to December 1st, 2019. The query for the search was as follows: "secondary school or secondary education" AND "cooperative learning or collaborative learning" AND "economy or finances or business". As secondary sources of bibliography, we used the reference list from the selected articles. Results: A total of 428 documents were retrieved from the databases searches. One paper was retrieved from the secondary sources. EBSCOhost was the database that elicited most documents, 325 against the 29 documents that were retrieved from Scopus and the 74 documents retrieved from WOS. A total of 48 duplicates were elicited from the three databases. After removing the duplicates 380 document were scrutinized to look for eligibility. No single paper met the criteria except for the paper found through the secondary sources. Conclusion: Despite of the importance of the subject of economy in the curriculum of secondary education, only one empirical paper was found in our review. Future research on this topic should try to fill this gap.