Co-operative Learning in Undergraduate Mathematics and Science Education: A Scoping Review

Abstract

To cope with an unpredictable future, higher education in mathematics and science (MS) needs to educate a knowledgeable and skilled workforce. Co-operative learning (CL) is a teaching method associated with increased academic achievement and development of generic skills. Thus, the purposes of this scoping review are to assess the evidence base of CL in undergraduate MS education to inform teaching practices and to identify potential knowledge gaps to inform future research. The review covers 24 empirical studies conducted from 2010 to 2020 on the prevalence, uses, and outcomes of CL elements in undergraduate MS education. The results show that there are few such studies, and these are rarely conducted outside the US or in disciplines other than chemistry. The most frequently implemented CL elements in the included studies are heterogeneous group formation, the use of roles, and different CL structures. The most prevalent student outcome of implemented CL elements in the reviewed studies is enhanced academic success, followed by student attitudes, generic skills, and psychological health. The results have implications for future implementation of and research on CL in international MS higher education.

Una propuesta educativa para disminuir el impacto ambiental por desechos sólidos urbanos generados por los estudiantes

“…Alfonso Silva Jaramillo, Tanya Tandazo Cuenca, Byron Lapo Calderón, Tanya Carchi Tandazo Diferentes investigaciones mencionan que el aprendizaje colaborativo ha abierto un camino en la educación superior, permitiéndoles a los estudiantes mejorar su rendimiento y el desarrollo de habilidades genéricas (Loh & Ang, 2020;Møgelvang & Nyléhn, 2022;Shimazoe & Aldrich, 2010).…”

“…Distintas habilidades genéricas como la colaboración, el pensamiento crítico y la creatividad pueden dotar a los estudiantes de herramientas para actualizar y aprender diferentes conocimientos, permitiéndoles adaptarse a un futuro impredecible (Møgelvang & Nyléhn, 2022;Pérez Salgado et al, 2022). El enfoque para desarrollar la cooperación es el aprendizaje cooperativo, y Millis la define como una forma alta una forma altamente estructurada de trabajo en grupo (Millis, Bárbara J.;Cottell, Philip G., 1997), por otra parte, también se puede definir al aprendizaje cooperativo como el uso instrucción de grupos pequeños en los que los alumnos trabajan juntos para potenciar su propio aprendizaje y el de los demás (Abellán, 2018;Johnson et al, 1998).…”

More than a Score: Metacognitive and Social-Affective Benefits of Cooperative Learning in STEM Classrooms

“…One of the key unanswered questions in CL is whether group composition matters [39]-specifically, if groups should be heterogeneous (some students are more capable than others) or homogeneous (everyone's at the same level) with regards to students' abilities or prior knowledge in the material. There are many reasons this question remains, though I consider three primary observations drawn from studies that have evaluated CL in real STEM classrooms: First, in many CL studies, heterogeneity is the default [40], thus this question of group composition is never considered. In practice, some (e.g., [41]) have formed groups at random due to feasibility constraints in large classes.…”

“…Why introductory statistics? Most of the literature on undergraduate STEM CL has been conducted in chemistry classrooms [40]. Though in many ways similar to other STEM classrooms, there are unique challenges in introductory statistics instruction that make it a prime candidate for CL.…”

The Use of Heuristic Reasoning in Christian Education

“…This cooperative learning can improve the attitude of mutual help in social behavior. Students are motivated to dare to express opinions, respect friends' opinions, and exchange ideas (sharing ideas) (Møgelvang & Nyléhn, 2022).…”