Cooperative learning and teacher education

Veenman, Simon; Benthum, Niek van; Bootsma, Dolly; Dieren, J. van; Kemp, N. van der

doi:10.1016/s0742-051x(01)00052-x

Cited by 108 publications

(97 citation statements)

References 17 publications

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“…Before starting the implementation, it was found that there was no significant difference between the achievement test scores of two groups obtained from the pretest about sense organs subject (p0.05), there was a significant difference between the achievement test scores obtained from the posttest (p<0.05) and this difference was on behalf of the experimental group. According to the obtained results, it is seen that cooperative learning model is more effective on teaching the sense organs subject to the students compared to the traditional teaching method and it can be seen in the literature that implementing cooperative learning model increases the quality of the education (Yıldız, 1998;Veenman et al, 2002). Cooperative learning model can be applied to any age groups successfully and teaching with cooperative learning provides the students social addiction and the students play a role in increasing each other's success as a group Doymuş et al, 2005).…”

Section: Resultsmentioning

confidence: 95%

Implementation of Cooperative Learning Model in Preschool

Akçay¹

2016

JEL

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In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.

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Section: Resultsmentioning

confidence: 95%

Implementation of Cooperative Learning Model in Preschool

Akçay¹

2016

JEL

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“…Prior to the present study, other scales have been developed to assess cooperative learning in different groups of students (Atxurra et al, 2015;Bay & Çetin, 2012;García et al, 2012;Hijzen et al, 2006;Ibarra & Rodríguez, 2007;Johnson & Johnson, 1983;León del barco et al, 2017;Pujolás, 2009;Veenman et al, 2002). All of them have showed some type of weakness: some did not include the five main elements of cooperative learning, others focused on similar methodological approaches (group work), in others a external observer, not the participants, assessed cooperative learning, all were developed for a specific age range (secondary, college), and finally, some had a large number of items, which limits its applicability.…”

Section: Discussionmentioning

confidence: 99%

“…The Classroom Life Management (Johnson & Johnson, 1983) includes subscales to assess the global cooperative learning, positive interdependence ad other elements such as assessment, teacher academic support or heterogeneity. Later, the Cooperative Learning Observational Schedule (Veenman, Benthum, Bootsma, Dieren & Kemp, 2002) was developed. It includes the five basic elements of cooperative learning previously explained.…”

Section: Introductionmentioning

confidence: 99%

Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

et al. 2017

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Título: Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos. Resumen: El objetivo del estudio fue elaborar y validar un instrumento que pudiera evaluar los elementos fundamentales del aprendizaje cooperativo, así como proporcionar un factor de cooperación. Participaron 11.202 estudiantes de educación primaria (5º-6º curso), secundaria y bachillerato (5.838 varones, 5.364 mujeres) de 68 centros educativos en 62 ciudades españolas repartidas por toda su geografía. Las edades oscilaron entre los 11 y los 18 años. El único requisito para participar era haber experimentado varias técnicas de aprendizaje cooperativo en los últimos 6 meses. Tras elaborar una primera versión y ser sometida sucesivamente a un juicio de expertos y un estudio piloto se realizó un segundo estudio en el que se sometió la versión definitiva a diferentes pruebas estadísticas. El Cuestionario de Aprendizaje Cooperativo está formado por cinco sub-escalas: Interacción Promotora, Interdependencia Positiva, Responsabilidad Individual, Procesamiento Grupal y Habilidades Sociales. Los análisis factoriales confirmatorios mostraron que todos los índices de fiabilidad eran aceptables, incluso bajo las condiciones más exigentes. El cuestionario mostró una adecuada validez convergente, discriminante y concurrente. Se confirma como un instrumento sencillo para evaluar todos los elementos fundamentales del aprendizaje cooperativo en estudiantes de primaria, secundaria y bachillerato y proporcionar un factor de cooperación global. Palabras clave: cooperación; primaria; secundaria; bachillerato. Abstract:The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor.

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“…Many studies focusing on the pedagogical value of CL indicate positive effects on the cognitive performance and social development of pupils (e.g. Johnson et al 2001;Lopata, Miller, and Miller 2003;Slavin 1996Slavin , 2004Veenman et al 2002).…”

Section: Collaborative Learning As a Promising Strategy: Implicationsmentioning

confidence: 99%

“…In preparing teachers for successful implementation of CL, professional development is crucial (Brody and Davidson 1998;Lunenberg and Korthagen 2005). Therefore, a challenging role is reserved for in-service and pre-service teacher education (Cohen, Brody, and SaponShevin 2004;Hornby 2009;Ishler, Johnson, and Johnson 1998;Veenman et al 2002). Following Murray and Male (2005), the process of implementing CL into teacher education should be situated at two different levels.…”

Section: Collaborative Learning As a Promising Strategy: Implicationsmentioning

confidence: 99%