Учесталост и могућности примене кооперативног учења у разредној настави

Марина Ж. Илић, Учитељски факултет у Ужицу, Универзитет у Крагујевцу, имејл: marinailic@hotmail.rs

Иновације у настави, XXIX, 2016/2, стр. 25–37

doi:10.5937/inovacije1602025I

| PDF | | Extended summary PDF |

 

Резиме: Савремена сазнања о настави и учењу и емпиријске валидације ефикасности кооперативног учења сугеришу на потребу учесталије примене кооперативног учења у разредној настави и пружају довољно доказа о широкој могућности примене у оквиру различитих наставних предмета. У раду су представљени резултати истраживања спроведеног ради испитивања мишљења триста пет наставника разредне наставе о учесталости и могућности примене кооперативног учења. Применом сервеј истраживачке методе показало се да већина наставника разредне наставе понекад примењује кооперативно учење у раду са ученицима млађег школског узраста, најчешће у оквиру наставе српског језика, математике, познавања природе и друштва и света око нас. Ипак, према мишљењу наставника, кооперативно учење се може користити у оквиру свих наставних предмета разредне наставе. Уз то, утврђено је да степен стручне спреме битно утиче на мишљење наставника о могућностима примене кооперативног учења у наставним предметима. Спроведено истраживање представља мали прилог афирмацији кооперативног учења у разредној настави и намера ауторке је да скрене пажњу на актуелну ситуацију у погледу учесталости примене кооперативног учења у разредној настави и укаже на широке могућности примене кооперативног учења у оквиру различитих наставних предмета.

Кључне речи: кооперативно учење, разредна настава, примена, наставни предмети.

Summary: Contemporary knowledge on teaching and learning and empirical validations of efficiency of cooperative learning suggest the need for more frequent application of cooperative learning in class teaching in the lower grades of the primary school and offer enough evidence about wide range of possibilities of application within different teaching subjects. In the paper, we have presented results of the research, which had the aim to examine attitudes of 305 primary school teachers about the frequency and possibilities of application of cooperative learning. The application of the survey Reserch method proved that majority of teachers sometimes applies cooperative learning in working with lower grades students, most often within Serbian language classes, Mathematics, Natural and Social Sciences and The World Around Us. Nevertheless, according to teachers, cooperative learning can be used within all teaching subjects. It has been determined that the educational level significantly influences the attitudes of teachers about possibilities of application of cooperative learning in teaching subjects. The applied Reserch represents addition to affirmation of cooperative learning in class teaching and the intention of the author was to focus attention to actual situation regarding frequency of application of cooperative learning in class teaching and to point at wide scope of possibilities of cooperative leaning within different teaching subjects.

Key words: cooperative learning, class teaching, application, teaching subjects.

Литература

  • Antić, S. (2010). Kooperativno učenje: modeli, potencijali, ograničenja. Beograd: Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu.
  • Antil, L. R., Jenkins, J. R., Wayne, S. & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal. Vol. 35, No. 3, 419–454.
  • Baucal, A., Pavlović Babić, D. (2010). Pisa 2009 u Srbiji: prvi rezultati. Nauči me da mislim, nauči me da učim. Beograd: Institut za psihologiju Filozofskog fakulteta u Beogradu i Centar za primenjenu psihologiju.
  • Bölükbaş, F., Keskіn, F. & Polat, M. (2011). The Effectiveness of Cooperative Learning on the Reading Comprehension Skills in Turkish as a Foreign Language. The Turkish Online Journal of Educational Technology. Vol. 10, No. 4, 330–335.
  • Ćatić, R., Sarvan, A. (2008). Kooperativno učenje u nastavi prirode i društva. U: Arnaut, M. (ur.). Zbornik Pedagoškog fakulteta u Zenici (11–46). Zenica: Pedagoški fakultet.
  • Durucan, E. (2011). Effects of cooperative Integrated Reading and Composition (CIRC) Technique on Reading Writing Skills. Educational Research and Reviews. Vol. 6, No. 1, 107–109.
  • Dyson, B. (2001). Cooperative learning in an Elementary Physical Education. Journal of Teaching in Physical Education. 20, 264–281.
  • Džaferagić-Franca, A., Tomić, R. (2012). Kooperativno učenje u nastavi mlađih razreda osnovne škole. Metodički obzori. 7 (2), 107–117.
  • Gupta, M. & Ahuja, J. (2014). Cooperative Integrated Reading Composition (CIRC): Impact on Reading Comprehension Achievement in English among Seventh Graders. International Journal of Research in Humanities, Arts and Literature. Vol. 2, No. 5, 37–46.
  • Ivić, I., Pešikan, A., Janković, S., Kijevčanin, S. (2001). Aktivno učenje, priručnik za primenu metoda aktivnog učenja/nastave. Beograd: Institut za psihologiju.
  • Jocić, Z. (2006). Ka jezičkom stvaralaštvu učenika kroz kooperativno učenje gramatike. Pedagoška stvarnost. 52 (3–4), 273–282.
  • Klafki, W. (1994). Didaktika kao teorija obrazovanja u okviru kritičko-konstruktivne znanosti o odgoju. U: Gudjons, H., Teske, R. & Winkel, R. (Eds.). Didaktičke teorije (13–32). Zagreb: Eduka.
  • Kocabaş, A. (2013). Тhe Effects of Cooperative Learning on Continual and State Anxiety and Musical Performance in Teaching Music. International Journal of New Trends in Arts, Sports & Science Education. Vol. 2, No. 2, 27–35.
  • Krol, K. & Veenman, S. (2000). Implementing Cooperative Learning: A Dutch Staff Development Program. Paper presented of the European Conference on Educational Research. Edinburgh, Scotland, 20–23 September, 1–16.
  • Madhu, G. & Jyoti, A. (2014). Cooperative Integrated Reading Composition (CIRC): Impact on Reading Comprehension Achievement in English among Seventh Graders. International Journal of Research in Humanities, Arts and Literature. Vol. 2, No. 5, 37–46.
  • Pan, C-Y., & Wu, H-Y. (2013). The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. English Language Teaching. Vol. 6, No. 5, 13–27.
  • Pavlović Babić, D., Baucal, A. (2010). Čitalačka pismenost kao mera kvaliteta obrazovanja: procena na osnovu PISA 2009 podataka. Psihološka istraživanja. 13 (2), 241–260.
  • Pavlovic Babic, D., Baucal, A. (2011). The big improvement in PISA 2009 reading achievements in Serbia: improvement of the quality of education or something else?. CEPS Journal. Vol. 1, No. 3, 53–74.
  • Pejić, A., Plut, D., Moskovljević-Popović, J., Nikolić, J. (2009). Teorijsko-metodološki okvir merenja kompetencija učenika 4. razreda u oblasti čitanje i razumevanje pročitanog. U: Komlenović, Đ., Malinić, D. i Gašić-Pavišić, S. (ur.). Kvalitet i efikasnost nastave (73–88) Beograd: Institut za pedagoška istraživanja i Volgogradski državni pedagoški univerzitet.
  • Puma, M. J., Jones, C. C., Rock, D. & Fernandez, R. (1993). Prospects: The congressionally mandated study of educational growth and opportunity. Interim Report. Bethesda, MD: Abt Associates.
  • Radulović, L., Mitrović, M. (2011). Zašto su nastavne metode u našim školama nedovoljno raznovrsne?. Nastava i vaspitanje. 60 (3), 367–377.
  • Radulović, L., Mitrović, M. (2014). Raznovrsnost nastavnih metoda u našim školama. Nastava i vaspitanje. 63 (3), 451–464.
  • Reić-Ercegovac, I., Jukić, T. (2008). Suradničko učenje u razrednoj nastavi. Život i škola. 56, (20), 69–80.
  • Shafqat, A. K. & Rana, N. A. (2014). Evaluation of the Effectiveness of Cooperative Learning Method versus Traditional Learning Method on the Reading Comprehension of the Students. Journal of Research and Reflections in Education. Vol. 8, No.1, 55–64.
  • Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work? Anales de Psicología. Vol. 30, No. 3, 785–791.
  • Stanojević, D. (2005). Efekti kooperativnog učenja u parovima u razrednoj nastavi. Inovacije u nastavi. 18 (1), 71–81.
  • Stevens, R. J. & Slavin, R. E. (1995a). Effects of a Cooperative Learning Approach in Reading and Writing on Academically Handicapped and Nonhandicapped Students. The Elementary School Journal. Vol. 95, No. 3, 241–262.
  • Stevens, R. J. & Slavin, R. E. (1995b). The Cooperative Elementary School: Effects on Studentsʼ Achievement, Attitudes and Social Relations. American Educational Research Journal. Vol. 32, No. 2, 321–351.
  • Stevens, R. J. (2003). Student Team Reading and Writing: A Cooperative Learning Aproach to Middle School Literacy Instruction. Educational Research and Evaluation. Vol. 9, No. 2, 137–160.
  • Ševkušić, S. (1996). Kooperativno učenje i autonomija učenika u nastavi. Nastava i vaspitanje. 45 (2), 309–318.
  • Vilotijević, N. (2007). Saradnička (kooperativna) nastava. Obrazovna tehnologija. 1–2, 44–62.
  • Winkel, R. (1994). Didaktika kao kritička teorija nastavne komunikacije. U: Gudjons, H., Teske, R. & Winkel, R. (Eds.). Didaktičke teorije (95–113). Zagreb: Eduka.
Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345