The effect of cooperative learning on the thinking skills development of Foundation Phase learners

Booysen, Ria; Grosser, Mary

doi:10.1080/16823206.2013.847010

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…The design and implementation of the intervention were underpinned by the pillars of Cognitive Education, namely teaching FOR, OF, and ABOUT thinking (see Table 1 ). The heart of the intervention encompassed the modeling of the following teaching strategies to the in-service teacher participants to develop the thinking skills and dispositions to promote self-regulated action, namely, Thinking Maps ( Hyerle, 2014 ), De Bono’s thinking hats ( Evans and Carolan, 2014 ), Habits of Mind ( Costa, 2009 ; Anderson, 2010 ), cooperative learning ( Booysen and Grosser, 2014 ), the Q-Matrix ( Wiederhold and Kagan, 2007 ), problem-based learning ( Hmelo-Silver, 2004 ), and Bloom’s revised taxonomy ( Kratwohl, 2002 ). The application of all the strategies initially involves a teacher-regulated environment to encourage the development of thinking skills and dispositions to employ during learning that could be beneficial for ensuring the planning, monitoring, and evaluation of conditions associated with the cognitive component of self-regulated learning.…”

Section: Methodsmentioning

confidence: 99%

Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education

2022

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BackgroundThe international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure autonomous functioning and flourishing in academic and daily life. Research emphasizes the role of self-directed action in fostering wellbeing. However, there is limited research evidence of how self-directed action among school learners could be advanced.AimWe explore the effectiveness of an intervention initiative that exposes teachers to foregrounding Cognitive Education – the explicit and purposeful teaching of thinking skills and dispositions to learners that would advance self-regulated action - to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action.MethodWe illuminate the qualitative outcomes of an exploratory pilot study with a heterogeneous group of willing in-service teachers from two public primary schools (n = 12), one private primary school (n = 3), and one pre-school (n = 2) in South Africa who received exposure to an 80-h intervention that comprised seven study units. The article delineates the experiences of the teachers concerning their participation in the intervention as reflected in their written reflections, as well as their perceptions about the value of the intervention probed with semi-structured one-on-one interviews after completion of the intervention.ResultsThe findings revealed that exposure to the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing.ConclusionCognitive Education is a form of strengths-based education that can play an indispensable role in enabling self-directed academic and personal wellbeing among school learners.

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Section: Methodsmentioning

confidence: 99%

Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education

2022

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“…The research which we have carried out derives from the widely proven premise that cooperative learning in any of its three interactive structures (collaboration, cooperation and tutoring) is superior to other classroom management strategies, and especially in the math class (Hossain & Tarmizi, 2013, Ke & Grabowski, 2007, Lehrer & Lesh, 2013, Nunnery, Chappell, & Arnold, 2013, Özsoy & Yildiz, 2004, Roseth, Johnson, & Johnson, 2008, Zakaria, Solfitri, Daud, & Abidin, 2013 for its evident influence on the generation mathematical reasoning (Booisen & Grosser, 2014). In fact, barring few studies which do not reveal differences between cooperation strategies and other types (Tracey, Madden, & Slavin, 2010), most works confirm that the cooperative organization in the math class it is indeed the teaching and learning structure which generates the best results in a highly relevant variable for this particular discipline: academic performance (Winne & Nesbit, 2010).…”

Section: Discussionmentioning

confidence: 99%

Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

et al. 2014

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Título: Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico. Resumen: El principal objetivo de esta investigación es determinar la importancia del contenido de aprendizaje y el papel de los conocimientos previos de los alumnos para la formación de los grupos de aprendizaje cooperativo. La investigación se desarrolló en tres aulas de matemáticas de un centro de Educación Secundaria y la muestra estaba formada por 72 alumnos de 3º curso de ESO. Los resultados vienen a demostrar la existencia de una correlación negativa entre el parámetro de igualdad (cooperación, colaboración y tutoría) y la mayor o menor proximidad cognitiva existente entre los conocimientos previos de los alumnos y la estructura de los contenidos de aprendizaje. Palabras clave: aprendizaje cooperativo; parámetro de igualdad; enseñan-za de las matemáticas; conocimientos previos; educación secundaria. Abstract:The aim of this research is to determine, the importance of learning content and the role of students' prior knowledge for the formation of cooperative learning groups. The research was conducted in three mathematics classrooms at a secondary school and the sample was composed of 72 third year students. The results prove the existence of a negative correlation between the equality parameter (cooperation, collaboration and peer-tutoring) and the degree of existing cognitive proximity between students' prior knowledge and structure of the learning content.

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“…The course is designed based on the principle of Constructive Alignment (CA) [8,9]. Via Constructivist Principles, CA affirms that both the teaching and learning activities as well as the assessment tasks must support the development of the learning outcomes among students.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…This study attempts to report the use of computational tools (software) to support the implementation of CL activity. CL is a useful teaching methodology for development of different cognitive skills [8,9]. To date, not many utilize computational tools to support AL environment for teaching chemical engineering majors.…”

Section: Introductionmentioning

confidence: 99%

Application of Computational Tools to Support Cooperative Learning in Bioreactor Design Course

Alam

Zakaria

2021

Int. J. Emerg. Technol. Learn.

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Conventional method of teaching Bioreactor Design course are mostly conducted in a teacher-centred manner. This method is inefficient solution for education as compared to more active learning styles which is proven to be more effective in ensuring students to fully comprehend a particular subject. The work presents the use of various computational tools to support the implementation of coopera-tive learning (CL) methods in Analysis and Design of Bioreactor course. This subject is offered to 3rd year students of Chemical-Bioprocess Engineering pro-gram in Universiti Teknologi Malaysia. The CL method was implemented to im-prove student cognitive skills attainment in each of the course learning outcomes. Achievements of student cognitive skills were assessed quantitatively where else effectiveness of the CL method applied were evaluated qualitatively. Results showed that the student performance and attainment of their cognitive skills at thinking level of ‘application’ has improved at least by 30-40%. Reflection analy-sis from students indicated that the proposed student-centred teaching method managed to not only increase students understanding on the subject but also nurtured students creativity and enhances their computational skills.

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The effect of cooperative learning on the thinking skills development of Foundation Phase learners

Cited by 6 publications

References 16 publications

Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education

Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education

Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

Application of Computational Tools to Support Cooperative Learning in Bioreactor Design Course

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