Introduction. Cooperative Learning
- Serrano, José Manuel
- Pons Parra, Rosa Mª
ISSN: 0212-9728, 1695-2294
Año de publicación: 2014
Volumen: 30
Número: 3
Páginas: 801-804
Tipo: Artículo
Otras publicaciones en: Anales de psicología
Resumen
The principal objective of this revision is the recognition of co-operative learning as a highly effective strategy for the accomplishment of the general goals in learning. The different investigations assessed validate the potential that a cooperative organization of the classroom could entail for academic achievement, self-esteem, interpersonal attraction or social support. The solidity of the existing research contributes to its external and internal validity and, thus, to conclude that the results are consistent and can be extrapolated to different cultures, ethnic groups or countries
Referencias bibliográficas
- Baldwin, J. M. (1909). Darwin and humanities. Baltimore, MD: Review Pub-lishing Co.
- Barnes, D. (2008). Exploratory talk for learning. In N. Mercer,& S. Hodg-kindson (Eds.), Exploring talk in school (pp. 1-12). London: SAGE.
- Barnes, D., & Todd, F. (1977). Communication and learning in small groups. Lon-don: Routledge & Kegan Paul.
- Damon, W.,& Phelps, E. (1989). Critical distinctions among three ap-proaches to peer education. International Journal of Educational Research, 58(2), 9-19.
- Edwards, A. D., & Westgate, D. P. G. (1987). Investigating classroom talk. London: Falmer Press.Everly, G. S., & Mitchell,J. T. (1999). Critical Incidents stress management: a new era and standard of care in crisis intervention. Ellicott City, MD: Chevron.
- Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.
- Monereo, C. (2010). La formación del profesorado: una pauta para el análi-sis e intervención a través de incidentes críticos[Teacher education: a guidelinefor analysisand interventionthroughcritical incidents]. Revista Iberoamericana de Educación, 52, 149-178.
- Piaget, J. (1965). Études sociologiques[Sociological Studies]. Genève: Droz.
- Rogoff, B. (1995). Observing sociocultural activity on three planes: Partici-patory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge: Cambridge University Press.
- Rychen, D. S., & Salganik, L. H. (Eds.).(2001). Defining and Selecting Key Com-petencies. Gottingen: Hogrefe & Huber Publishers.
- Sharan, Y. & Sharan, S. (1994). Group Investigation in the cooperative classroom. In S. Sharan (Ed.), Handbook of cooperative learning methods(pp. 97-114). Westport, CT: Greenwood Press.
- Simpson, A., Mercer, N., & Majors, Y. (2010). Editorial: Douglas Barnes re-visited: If learning floats on a sea of talk, what kind of talk? And what kind of learning? English Teaching: Practice and Critique,9(2), 1-6.
- Vygotsky, L. S. (2007). Pensamiento y habla[Thought and speech] (A. González, Trans.). Buenos Aires: Colihue. (Original work published in 1934)