Кооперативно учење у области упознавања и разумевања света и у настави природе и друштва

Зорица С. Ковачевић, Универзитет у Београду, Учитељски факултет, Република Србија, имејл: zorica.kovacevic@uf.bg.ac.rs
Сања Р. Благданић, Универзитет у Београду, Учитељски факултет, Република Србија
Александар М. Стојановић, Универзитет у Београду, Учитељски факултет, Република Србија
Иновације у настави, XXXIV, 2021/1, стр. 14–29

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2101014K

 

Резиме: Кооперативно учење омогућава процес конструкције, односно ко-конструкције знања, доприноси развоју саморегулације у учењу и подржава учење у друштвено-културном контексту. Истраживања су показала да, и поред запажених позитивних ефеката кооперативног учења, практичари нерадо планирају и реализују васпитно-образовни рад кроз активности кооперативног учења. У овоме раду представљени су резултати истраживања које је имало за циљ испитивање заступљености кооперативног учења код деце од пет до десет година у области упознавања и разумевања света и у настави природе и друштва и испитивање ставова васпитача и учитеља о вредностима и слабостима кооперативног учења. Резултати истраживања, до којих се дошло систематским посматрањем и скалирањем, показују: да је кооперативно учењe у нашој васпитно-образовној пракси слабо заступљено, да постоји одређена повезаност између заспупљености кооперативног учења и природе садржаја и да значај кооперативног учења васпитачи и учитељи у већој мери препознају када је у питању остваривање социјалне добробити, а у мањој мери када је у питању остваривање персоналне добробити деце.

Кључне речи: кооперативно учење, област упознавања и разумевања света, настава природе и друштва, контекст учења и поучавања, природа садржаја учења.

 

Summary: Cooperative learning enables the process of construction or co-construction of knowledge, contributes to the development of self-regulation in learning and supports learning in the sociocultural context. Research has shown that despite the observed positive effects of cooperative learning, practitioners are still reluctant to plan their teaching practice and teach using cooperative learning activities. This paper presents the results of a research aimed at examining the prevalence of cooperative learning of children aged 5 to 10 in the field of learning about and understanding the world around us and teaching Science and Social Studies, as well as examining the attitudes of preschool and primary school teachers towards the benefits and weaknesses of cooperative learning. The results of the research, which were obtained using a systematic observation and scaling, indicate: that the representation of cooperative learning in our educational practice is very low, that there is a certain connection between the representation of cooperative learning and the nature of the teaching content, and that the importance of cooperative learning is recognized by teachers when it comes to achieving social well-being, and to a lesser extent when it comes to achieving the personal well-being of children.

Keywords: cooperative learning, field of getting to know and understanding the world around us, teaching Science and Social Studies, the context of learning and teaching, the nature of the learning content.

 

Литература

  • Alsanie, R. & Sabir, M. (2019). Strengths and Weaknesses of Applying Cooperative Learning in Foreign Language Classrooms: A Case Study of Arab Learners’ Perspectives. Studies in English Language Teaching, 7 (4), 368‒383.
  • Bennet, N. (2001). Učenje kroz grupni rad. U: Desforges, C. (ur.). Uspješno učenje i poučavanje – psihologijski pristupi (145‒159). Zagreb: Еduca.
  •  Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31 (6), 445‒457.
  • Choi, J., Johnson, D. W. & Johnson, R. (2011). Relationships among cooperative learning experiences, social interdependence, children’s aggression, victimization, and prosocial behaviors. Journal of Applied Social Psychology, 41 (4), 976‒1003.
  • De Corte, E. (2007). Learning from instruction: the case of mathematics. Learning Inquiry, 1 (1), 19‒30.
  • Delor, Ž. (1996). Obrazovanje skrivena riznica, UNESCO: Izveštaj međunarodne komisije o obrazovanju za XXI vek. Beograd: Ministarstvo prosvete.
  • Džaferagić-Franca, А., Tomić, R. (2012). Kooperativno učenje u nastavi mladih razreda osnovne škole. Metodički obzori, 7 (2), 107‒117.
  • Edwards, S. (2003). New Directions: charting the paths for the role of sociocultural theory in early childhood education and curriculum. Contemporary Issues in Early Childhood, 4 (3), 251‒266.
  • Effeney, G., Carroll, A. & Bahr, N. (2013). Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58‒74.
  • Felder, R. M. & Brent, R. (2007). Cooperative Learning. Retrieved December 1, 2015 from www: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
  • Gammie, E. & Matson, M. (2007). Group assessment at final degree level: An evaluation. Accounting Education: An International Journal, 16 (2), 185–206.
  • Gonzales, W. D. W. & Torres, P. L. O. (2016). Filipino ESL Learners’ Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension. TESOL International Journal, 11 (2), 70‒90.
  • Ghufron, M. A. & Ermawati, S. (2018). The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students’ Perspectives. International Journal of Instruction, 11 (4), 657‒672.
  • Healy, M., Doran, J. & McCutcheon, M. (2018). Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions. Accounting Education, 27 (3), 286‒308.
  • Healy, M., McCutcheon, M. & Doran, J. (2014). Student views on assessment activities: Perspectives from their experience on an undergraduate programme. Accounting Education, 23 (5), 467‒482.
  • Ilić, M. (2016а). Učestalost i mogućnosti primene kooperativnog učenja u razrednoj nastavi. Inovacije u nastavi, 29 (2), 25‒37.
  • Ilić, M. (2016b). Značaj i teškoće u primeni kooperativnog učenja u razrednoj nastavi iz perspektive učitelja. Nastava i vaspitanje, 65 (1), 167‒180.
  • Jensen, E. (2003). Super-nastava. Zagreb: Educa.
  • Johnson, D. W., Johnson, R. T., Karl A. & Smith, K. A. (1998). Cooperative Learning Returns to College: What Evidence Is There That It Works? Change, 30 (4), 26‒35.
  • Johnson, R. T. & Johnson, D. W. (1988). Cooperative learning: Two heads learn better than one. Retrieved December 1, 2015 from www: http://www.context.org/ICLIB/IC18/Johnson.htm
  • Jovanović, V., Baucal, A. (2007). Konstrukcija i ko-konstrukcija u kognitivnom razvoju. Psihologija, 40 (2), 191‒209.
  • Krnjaja, Ž. (2009). Kontekst u učenju i podučavanju. Beograd: Zadužbina Andrejević.
  • Krnjaja, Ž. (2011). Shvatanje razvoja kao orijentacija predškolskog kurikuluma. Pedagogija, 66 (4), 541‒551.
  • Martinek, D., Hofmann, H. & Kipman, U. (2016). Academic self-regulation as a function of age: the mediating role of autonomy support and differentiation in school. Social Psychology of Education, 19 (4), 729–748.
  • Mirkov, S. (2007). Samoregulacija u učenju: primena strategija i uloga orijentacije na ciljeve. Zbornik Instituta za pedagoška istraživanja, 39 (2), 42‒58.
  • Mirkov, S., Lalić, N. (2006). Metakognitivne strategije i kooperativno učenje u obuci za rad na kompjuteru. Nastava i vaspitanje, 55 (1), 34‒46.
  • Montalvo, F. T. & Torres, M. C. G. (2004). Self-regulated learning: current and future directions. Electronic Journal of Research in Educational Psychology, 2 (1), 1‒34.
  • Opdecam, E. & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27 (3), 223‒233.
  • Pavlović Breneselović, D. (2012). Odnosi na ranim uzrastima. U: Baucal, A. (ur.). Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (133‒150). Beograd: Institut za psihologiju Filozofskog fakulteta.
  • Pavlović Breneselović, D., Krnjaja, Ž. (2014). Оsnove programa kao dimenzija kvaliteta predškolskog vaspitanja i obrazovanja. Posećeno 31. maja 2016. na: https://www.researchgate.net/publication/267040432
  • Pawattana, A., Prasarnpanich, S. & Attanawong, R. (2014). Enhancing primary school students’ social skills using cooperative learning in mathematics. Procedia-Social and Behavioral Sciences, 112, 656‒661.
  • Pešić, M. (1985). Motivacija predškolske dece za učenje. Beograd: Novinska organizacija „Prosvetni pregled“.
  • Pešikan A. (2013). Nastava. U: Anderson L. W. (ur.). Nastava orijentisana na učenje (101‒127). Solun: Centar za demokratiju i pomirenje u jugoistočnoj Evropi.
  • Pešikan, A. (2010). Savremeni pogledi na prirodu školskog učenja i nastave: socio-konstruktivističko gledište i njegove praktične implikacije. Psihološka istraživanja, 13 (2), 157‒184.
  • Pešikan, A., Antić, S. (2012). Učenje i razvoj na ranim uzrastima. U: Baucal, A. (ur.). Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (85‒111). Beograd: Institut za psihologiju Filozofskog fakulteta.
  • Piaget, J. (1988). Pijažeovo gledište. U: Mirić, J. (pr.). Kognitivni razvoj deteta – Zbornik radova iz razvojne psihologije (11‒25). Beograd: Savez društava psihologa SR Srbije.
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82 (1), 33‒40.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31 (6), 459‒470.
  • Podđakov, N. N. (1992). Praktično mišljenje kod dece. Beograd: Zavod za udžbenike i nastavna sredstva.
  • Reić-Ercegovac, I., Jukić, T. (2008). Suradničko učenje u razrednoj nastavi. Život i škola, 56 (20), 69‒80.
  • Riveiro, J. M. S., Gonzalez Cabanach, R. & Valle Arias, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory and motivational strategies. British Journal of Educational Psychology, 71 (4), 561‒572.
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. Retrieved January 26, 2018 from www: https://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/Rogoff.Part-Appr.pdf
  • Schunk, D. H. & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32 (4), 195‒208.
  • Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: Understanding & overcoming resistance to cooperative learning. College teaching, 58 (2), 52‒57.
  • Slavin, R. E. (2014). Making Cooperative Learning Powerful. Educational Leadership, 72 (2), 22‒26.
  • Stevens, R. J. & Slavin, R. E. (1995). The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations. American Educational Research Journal, 32 (2), 321‒351.
  • Strategija obrazovanja u Srbiji do 2020. godine (2012). Službeni glasnik RS, br. 107/2012.
  • Ševkušić, S. (2003). Kreiranje uslova za kooperativno učenje: osnovni elementi. Zbornik Instituta za pedagoška istraživanja, 35, 94‒110.
  • Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68 (2), 149‒171.
  • Vigotski, L. (1996). Problemi razvoja psihe (sabrana dela, tom treći). Beograd: Zavod za udžbenike i nastavna sredstva.
  • Vigotski, L. S. (1988). Istorijski razvoj ponašanja čoveka. U: Mirić, J. (pr.). Kognitivni razvoj deteta – Zbornik radova iz razvojne psihologije (39‒46). Beograd: Savez društava psihologa SR Srbije.
  • Young, M. R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27 (1), 25‒40.
  • Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45 (1), 166‒183.

Copyright © 2021 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited

Избор језика
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
Индексирано у
345   This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Индексирано у
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.
Индексирано у
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Пратите Иновације у настави
345   345   345