Cooperative learning and academic achievement: why does groupwork work?

• Autores: Robert E. Slavin
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 30, Nº. 3, 2014, págs. 785-791
• Idioma: inglés
• DOI: 10.6018/analesps.30.3.201201
• Enlaces
  • Texto completo
• Dialnet Métricas: 36 Citas
• Resumen
  • español

    El aprendizaje cooperativo hace referencia a los métodos de enseñanza en los que los estudiantes trabajan en pequeños grupos para ayudarse a aprender. En este artículo se revisan cuatro de las principales perspectivas teóricas sobre los efectos del aprendizaje cooperativo en el rendimiento: motivacional, cohesión social, evolutiva y elaboración cogniti-va. La evidencia de la investigación práctica en el aula apoya, fundamental-mente, la perspectiva motivacional, que destaca el uso de los objetivos del grupo y la responsabilidad individual para el éxito del grupo. Sin embargo, hay condiciones en las que los métodos, derivados de las cuatro perspecti-vas teóricas, contribuyen al aumento del rendimiento. En este artículo se reconcilian estas cuatro perspectivas en una teoría unificada de los efectos de aprendizaje cooperativo

  • English

    Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theo-retical perspectives on achievement effects of cooperative learning are re-viewed: Motivational, social cohesion, developmental, and cognitive elabo-ration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and in-dividual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives con-tribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects

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