Towards a complex model of cooperative learning

Autores

  • Ferenc Arató Ferenc Arató, Institute of Educational Sciences, University of Pécs

DOI:

https://doi.org/10.25757/invep.v3i1.28

Resumo

Este artigo é uma introdução à teoria do paradigma desconstrutivo de aprendizagem cooperativa. Centenas de estudos provam com evidências o facto de que as estruturas e os processos de aprendizagem cooperativa aumentam o desempenho académico, reforçam as competências de aprendizagem ao longo da vida e desenvolvem competências sociais, pessoais de cada aluno de uma forma mais eficaz e usta, comparativamente às estruturas tradicionais de aprendizagem nas escolas. Enfrentando os desafios dos nossos sistemas educativos, seria interessante elaborar o quadro teórico do discurso da aprendizagem cooperativa, dos últimos 40 anos, a partir de um aspeto prático dentro do contexto teórico e metodológico. Nas últimas décadas, o discurso cooperativo elaborou os elementos práticos e teóricos de estruturas e processos de aprendizagem cooperativa. Gostaríamos de fazer um resumo desses elementos com o objetivo de compreender que tipo de mudanças estruturais podem fazer diferenças reais na prática de ensino e aprendizagem. Os princípios básicos de estruturas cooperativas, os papéis de cooperação e as atitudes cooperativas são os principais elementos que podemos brevemente descrever aqui, de modo a criar um quadro para a compreensão teórica e prática de como podemos sugerir os elementos de aprendizagem cooperativa na nossa prática em sala de aula. Na minha perspetiva, esta complexa teoria da aprendizagem cooperativa pode ser entendida como um paradigma desconstrutivo que fornece algumas respostas pragmáticas para as questões da nossa prática educativa quotidiana, a partir do nível da sala de aula para o nível de sistema educativo, com foco na destruição de estruturas hierárquicas e antidemocráticas de aprendizagem e, criando, ao mesmo tempo, as estruturas cooperativas.

Downloads

Não há dados estatísticos.

Referências

Arató, F. (2008). A kooperatív tanulás szerepe az IPR alapú intézményfejlesztésben.(The Role of Cooperative Learning in ISE based institutinal development) In Kooperatív tanulásszervezés az integráció szolgálatában. (Cooperative Learning for Enhancing Integration.) (Ferenc Arató (ed.) Budapest: Educatio, 7-12.)

Arató, F. (2011a). A kooperatív tanulásszervezés paradigmatikus jellege. (Paradigmatic Feature of Cooperative Learning.) In K. T. István (Eds.), Új kutatások a neveléstudományokban (New Researches in Educational Sciences . Hungarian Academy of Sciences), Magyar Tudományos Akadémia Neveléstudományi Bizottságának sorozata, Budapest: ELTE Eötvös Kiadó, 11-22. pages

Arató, F. (2011b). A kooperatív tanulásszervezés során használatos attitűdökről. (Useful Attitudes Using Cooperative Structures) In F. Arató (Ed.), Kooperatív tanulásszervezés a felsőoktatásban. (Cooperative Learning in Higher Education, University of Pécs) (pp. 112-129). Pécs: University of Pécs BTK.

Arató, F. (2013). On De-construction of Education. Hungarian Educational Research Journal (to be published in 2013).

Arató, F. & Varga, A. (2004) Együttműködés az együttnevelésért. (Cooperation for Co-education.). Educatio, 503-507.

Arató, F. & Varga, A. (2005): A kooperatív hálózat működése. (Cooperative Network in Process.) Pécs: PTE BTK,

Neveléstudományi Intézet, Romológia és Nevelésszociológia Tanszék 81.

Arató, F. & Varga, A. (2006): Együtt-tanulók kézikönyve – Bevezetés a kooperatív tanulásszervezés rejtelmeibe. (Handbook for coopertive learners – Introduction to cooperative learning.) Pécs: PTE BTK, Neveléstudományi Intézet, Romológia és Nevelésszociológia Tanszék.

Arató, F., Pintér, C. & Varga, A (2008) Az Országos Oktatási Integrációs Hálózat rendszerszerű működésének vizsgálata. Examination of the Systematical processes of the National Network for Inclusive Education. Budapest: Research study, 220.

Aronson, E. (1972) The Social Animal. New York: W. H. Freeman and company.

Aronson, E. (2007) The Social Animal. (Tenth, revised edition) New York: Worth Publishers.

Aronson, E., Blaney, N., Stephan, C., Sikes, J. & Snapp, M. (1978) The jigsaw classroom. Beverly Hills: Sage Publications

Bar-On, R. (2001). Emotional intelligence and self-actualization. In J. Ciarrochi, J. Forgas & J. D. Mayer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (pp. 82-97). New York: Psychology Press.

Benda, J. (2007.) Örömmel tanulni. (Learning with Joy. Budapest: Agykontroll Kiadó

Cohen, E. G. & Lotan, R. A. (1994). Working for Equity in Heterogeneous Classrooms, Teachers. New York – London: College Columbia University.

Deutsch, M. (1949). ATheory of Cooperation and Competition. Human relation, 2, 129-152. oldal

Deutsch, M. (1962) Cooperation and Trust: Some Theoretical Notes. In M. R. Jones (Ed.), szerkNebraska symposiononmotivation (pp. 275-319). Lincoln: University of Nebraska Press. oldal

Deutsch, M. (2006). Cooperation and competition. In M. Deutsch, P. T. Coleman & E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice. San Francisco: Jossey – Bass.

Goleman, D. (1998). Working With Emotional Intelligence. New York: Bantam Books.

Horváth, A. (1996). Cooperative Methods. Budapest: OKI Közoktatásfejlesztő Központ. 97

Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and practice. Edina: Interaction Book Company.

Johnson, D. W. & Johnson, R. T. (1994a) An overwiew of cooperative learning. In J. Thousand, S. Jacqueline, R. A. Villa & A. I. Nevin (Eds.), Creativity and Collaborative Learning. Baltimore: Brookes Press.

Johnson, D. W. & Johnson, R. T. (1994b) Leading the cooperative school. Edina: Interaction Book Company.

Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1984). Circles of learning. Alexandria: Assosiation for Supervision and Curriculum Development.

Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1995). The new circles of learning. Alexandria: Assosiation for Supervision and Curriculum Development.

Johnson, R. T. & Johson, D. W. (1999). Learning together and alone. Massachusetts: Allyn and Bacon.

Johnson, D. W., Johnson, R. T. & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minnesota: University of Minnesota.

Johnson, D. W. & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social and General Psychology Monographs, 131(4), 285-358.

Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Downloaded from http://er.aera.net on July 14, 2009

Kagan, S. (1990). The structural approahces to cooperative learning. Education Leadership, 12-15.

Kagan, S. (1992). Cooperative Learning. San Clemente: Resources for Teachers.

Kagan, S. & Kagan, M. (2009). Kagan’s Cooperative Learning. San Clemente: Kagan Publishing.

Kemény, István; Janky, Béla; Lengyel, Gabriella (2004) A magyarországi cigányság 1971-2003. Budapest: Gondolat Kiadó – MTA Etnikai-Nemzeti Kisebbségkutató Intézet

Kertesi, G. (2005). A társadalom peremén – romák a munkaerő-piacon és az iskolában. (On the Edge of Society – Roma peoples in labor market and in schools.) Budapest: Osiris Kiadó.

Kertesi, Gábor. & Kézdi, G. (2008). Az oktatási szegregáció okai, következményei és ára. (Causes, Consequences and Price of Segregation in Education.) In Bernáth, Gábor(ed.) Esélyegyenlőség – deszegregáció – integráló iskola. (Equity – De-segregation – Inclusive School.) Budapest: Educatio KhT.15-31

Kézdi, G. & Surányi, E. (2008). Egy sikeres iskolai integrációs program tapasztalatai. (Evidences of a successful school development program for integration.) Budapest:Educatio KhT. 130

Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press, 1962.

Lannert, J. (2004). Hatékonyság, eredményesség, méltányosság. (Effectiveness, Efficiency and Equity.) Új Pedagógiai Szemle, 12, 3–15.

Lewin, K. (1935). A dynamic theory of personality. New York: McGraw-Hill.

Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instructions that works: Research based strategies for increasing student achievement. Alexandra: Assotiation for Supervision and Curriculum Development.

Orbán, J. (2009). Kooperatív tanulás: szervezés és alkalmazás. (Cooperative Learning: managemant and implementation.) Pécs: Orbán & Orbán. 236

Pethőné, N. C. (2005). Módszertani kézikönyv – Befogadásközpontú és kompetenciafejlesztő irodalomtanítás a gimnáziumok és szakközépiskolák 9-12. évfolyamában. (Methodology handbook – Reception-centered and Competence Based Teaching of Literature in 9-12 grades of high schools.) Budapest: Korona Kiadó. 371

Rogers, C. (1995). On becaming a Person (A Therapist’s View of Psychotherapy). 2nd ed. Boston, New-York: Houghton Mifflin Company.

Slavin, R. E. (1977). Student learning teams and scores adjusted for past achievement: A summary of field experiments (Tech. Rep. No. 227). Baltimore: Johns Hopkins University, Center for Social Organization of Schools.

Slavin, R. E. (1980). Using student team learning, Baltimore: The Johns Hopkins University.

Slavin, R. E. (1983) Cooperative learning. New York: Longman.

Slavin, R. E. & Karweit, N. A. (1981). Cognitive and affective outcomes of an intensive student team learning experience. Journal of Experimental Education, 50, 29-35.

Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussion of teacher quality. Princeton: Education Testing Service.

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).

Downloads

Publicado

31-03-2013

Como Citar

Arató, F. (2013). Towards a complex model of cooperative learning. Da Investigação às Práticas: Estudos De Natureza Educacional, 3(1), 57–79. https://doi.org/10.25757/invep.v3i1.28

Edição

Secção

Artigos