Горан Д. Пљакић, Академија васпитачко-медицинских струковних студија, Крушевац, Србија, имејл: goran.p@vaspks.edu.rs
Александар С. Тадић, Универзитет у Београду, Филозофски факултет, Београд, Србија
Иновације у настави, XXXVII, 2024/3, стр. 15–28

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DOI: 10.5937/inovacije2403015P

Резиме: Истраживања кооперативног учења своје најјаче упориште налазе у оквирима теорије социјалне међузависности, према којој се групе формирају тако да обезбеде позитивну унутрашњу међузависност, која ученицима омогућава да успешно реализују задатке током наставе. У раду се образлаже потреба за креирањем свеобухватног инструмента који, на ваљан и поуздан начин, мери заступљеност основних компонената кооперативног учења у основним школама. Представљени су поступак конструкције и резултати валидације Скале за мерење заступљености основних компонената структуре кооперативног учења у настави (акроним ОКС-КУН). Истраживање је обављено на узорку од 516 ученика основних школа из Србије, са подручја Расинског и Поморавског округа. У складу са представљеним
теоријским оквиром, резултати анализе главних компонената су показали да се ОКС-КУН скала састоји од пет димензија: (1) вежбање социјалних вештина, (2) евалуација групних процеса, (3) унапређујућа интеракција „лицем у лице”, (4) позитивна међузависност и (5) успостављање индивидуалне одговорности. Резултати спроведених анализа показују да ОКС-КУН скала има високу унутрашњу конзистентност, што је чини поузданим инструментом који је намењен мерењу заступљености основних компонената структуре кооперативног учења у настави. Инструмент је економичан (53 ајтема), релативно лак за примену, намењен испитивању ставова ученика школског узраста.

Кључне речи: теорија социјалне међузависности, кооперативно учење, конструкција скале, конструктивна валидност

Summary: Research of cooperative learning is deeply rooted in the framework of the social interdependence theory which postulates that groups are formed in such a way as to ensure positive internal interdependence that enables students to accomplish tasks successfully. The paper elaborates on the need for the development of a comprehensive instrument which will measure, in a valid and reliable way, the representation of the bacic components of cooperative learning in primary schools. The design procedure and results of the validation of the scale for measuring the representation of the Basic Components of the Structure of Cooperative Learning (acronym BCS-SCL) are presented in the paper. The research was conducted on a sample of 516 primary school pupils in Serbia, from Rasina and Pomoravlje districts. In line with the presented theoretical framework, the results of the analysis of the main components showed that the BCS-SCL scale consists of five dimensions: (1) practicing social skills, (2) group processing, (3) face-to-face promotive interaction, (4) positive interdependence and (5) establishment of individual accountability. The results of the analyses show that BCS-SCL scale has a high internal consistency, which makes it a reliable instrument for measuring the representation of the basic components of the structure of cooperative learning in the classroom. The instrument is economical (53 items), relatively easy to use, and intended for investigating primary school pupils’ attitudes.

Кeywords: social interdependence theory, cooperative learning, scale design, construct validity

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