Communication on a problem solving task in cooperative learning groups

Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's management strategies, and reflection within groups of different gender composition. Specializations: science teacher education. Specializations: studies in twentieth century science education in Australia, teacher education.     

例谈合作学习形式与学习任务的关系

合作学习的模式化日益凸显,教学效果令人质疑。如何使合作更加有效?我们认为,应视不同层级的学习任务而运用不同的合作学习形式。本文以《开辟文明交往的航线》一课的教学,从实践层面来观察合作学习形式与学习任务的关系。     

The practices of student network as cooperative learning in Ethiopia

ABSTRACT

Student network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently, data collected from 156 secondary and 315 upper primary school teachers revealed that the student network is rarely practiced in line with the principles of cooperative learning. And this was found with statistically significant differences between the upper primary and secondary schools. The upper primary schools seem better in practicing the student network in line with the principles of cooperative learning than the secondary school. Accordingly, the study concluded that, albeit the student network remained a canon strategy to improve students’ learning in Ethiopia and its practices are supposedly recommended to be in line the principles of cooperative learning, challenges related to parents, students, school administration and teachers seem to cripple its smooth practice in line with the cooperative learning principles.     

Reflective analysis as a tool for task redesign: The case of prospective elementary teachers solving and posing fraction comparison problems

Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of comparing fractions using reasoning and sense-making. By presenting results of their implementation of two tasks with 63 prospective elementary teachers across three institutions and their reflective analysis of the implementation, the authors highlight the importance of collecting and analyzing data and reflecting on this analysis to inform the redesign of tasks. The authors also found that considering different types of tasks (problem solving vs. problem posing) helps illuminate different aspects of prospective elementary teachers' understanding, which can inform task redesign. Finally the authors contribute to the knowledge base on reasoning strategies for comparing fractions and prospective elementary teachers’ knowledge of these strategies.     

Implementing a cooperative learning model in universities

In the past few years, many students have begun to lose interest in science and information and engineering technology courses because they find them too boring and hard to learn. To strengthen this field of education and stimulate students’ motivation and interest in learning, this study introduces a theoretical pedagogical framework based on cooperative learning theory and tailored to the realities of the university education system in China. In the framework, a group in a class is treated as a system that goes through different stages and is subject to different input instructions and output outcomes. Based on this structure, teachers’ interventions serve as feedback for controlling inputs to promote the correct operation of the system. This study aims to promote the development of a cooperative learning model for university students. A case study of the application of the framework shows that it has positive and active effects on student learning.     

合作学习模式在大学体育教学中存在的问题及对策研究

合作学习模式已广泛应用于高校体育教学中的,本文就针对当前高校体育教学中合作学习模式存在的问题进行探讨,进而寻找解决这些问题的一些对策。     

初中英语合作学习中存在的问题及对策研究

本文针对初中英语合作学习过程中存在的相关问题提出了类似的对策,比如在学习的过程中,让学生既主动又全面的参与到合作学习的全国中来,教师做好合作学习的组织与监控,解决学生学习上的困难,让学生在学习中成长。     

小组合作学习的组织建设

根据有关文献及长期从事课堂教学和教师培训的经验,对小组合作学习的组织建设进行探讨,具体包括对小组生命周期及其特点的理解、小组规模的确定、小组成员构成和角色搭配的标准等。     

Evaluation of Jigsaw,a cooperative learning technique

Cooperative learning techniques have been promoted for the development of academic and social competencies. One such technique, Jigsaw, creates cooperation by structuring student interdependence through the learning task, rather than through the grading system. A process and outcome evaluation of Jigsaw was conducted. Eleven teachers of fifth-grade classes received Jigsaw in-service training and conducted Jigsaw in their classes over a school year. Students in 13 other fifth-grade classes served as a comparison group. Students received a pretest and a post-test assessing attitudes toward self, peers, and school, and achievement and attendance records were collected. The process evaluation revealed that the quality and frequency of Jigsaw implementation varied greatly. Jigsaw failed to have a positive effect on the outcome variables, even for the five classes where it was implemented proficiently. The results, which are consistent with an earlier study (J. Moskowitz, J. Malvin, G. Schaeffer, & E. Schaps, 1983, American Education Research Journal, 20, 687–696), are discussed in terms of a theoretical shortcoming of this technique.     

Learning disabilities as functions of familial learning problems and developmental problems

A family history of learning problems as provided on a specially designed questionnaire by maternal report was examined in families of 101 children with learning disabilities and 171 children without disabilities. Diagnoses of learning disabilities followed the U.S. Office of Education definition. Students were selected from the Special School District of St. Louis County and the Pattonville School District. A life history of developmental risk factors in the child subject was also examined in the same two groups. Learning disabilities were found to be strongly familial. In principle, the definition of learning disabilities excluded from the study children with problems attributable to child rearing, emotional, or motivational factors. The report of a family history of learning problems is therefore interpreted as consistent with, although not unequivocally supportive of, genetic factors as determinants. Among developmental factors, only male gender proved to have a significant association with learning disabilities.     

浅析合作学习的评价方法

越来越多的教师将合作学习这种学习方式应用于课堂上,以此激发学生学习的热情,使每个学生主动投入到学习中来,从而培养他们的合作精神。在小组合作学习中要将自评、互评和教师评这三种评价方法相结合,这样才能使小组合作在学习中发挥重要的作用。     

合作学习的基本要素

合作学习是目前在世界范围内被广泛使用的课堂教学组织形式。我国自 90年代初期起 ,在课堂教学中开始引入小组活动 ,由此引发了对合作学习的探讨。本文剖析了我国在开展合作学习方面存在的误区 ,提出了合作学习的五个基本要素 :正相互依赖、个人责任、社交技能、小组自评、混合编组     

Effects of cooperative learning and need for affiliation on performance,time on task,and satisfaction

The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance, time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information, examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition, results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed for individual learning are provided.     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

The effect of task alternatives on vocabulary knowledge: a comparison of students with and without learning disabilities

This study used a two-part task format to (a) describe the vocabulary knowledge of 10- and 12-year-old students with learning disabilities and (b) assess the effect of task alternatives on their vocabulary knowledge. We addressed these research objectives by comparing the performance of 24 students with learning disabilities to an equal number of their normally achieving peers. Vocabulary knowledge was first assessed through a production task. In the even the student's response was inaccurate or incomplete, an identification task assessing the same vocabulary term was presented. Results revealed that, compared to normally achieving students, students with learning disabilities are (a) significantly less able to construct fully specified responses to production tasks, (b) comparable in their ability to use pictorial responses to demonstrate vocabulary knowledge not accessible in production tasks, and, (c) when equated in reading achievement, only 10-year-olds are significantly poorer in composite vocabulary knowledge.     

论合作学习理论模型

开展有效的合作学习，必须有学生的基本行为规范作为其操作的平台；教师在学生合作学习中具有不可少的指导、组织、对话、帮助等作用；合作学习的外部关系主要是与个体自主探究学习的关系，个体自主性学习是合作学习开展的基础，群体的合作学习是个体自主学习的延伸；合作学习主要的内部关系是合作们的互相协调与吸纳，从而在认知、伦理、审美等三个方面获得合作效益；合作学习的终极追求是学生健全的人格和张扬的个性。     

Experience of cooperative learning in engineering

The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.