Cooperative learning in the Context of Inclusive Education

Миља Б. Вујачић, Институт за педагошка истраживања, Београд, имејл: mvujacic@ipi.ac.rs
Рајка С. Ђевић, Институт за педагошка истраживања, Београд
Ивана Д. Ђерић, Институт за педагошка истраживања, Београд
Иновације у настави, XXXII, 2019/3, стр. 1–12

| PDF | | Extended summary PDF |
doi:10.5937/inovacije1903001V

 

Резиме: У фокусу овог рада је примена сарадничког учења у контексту инклузивног образовања. У првом делу рада истакнута су теоријска полазишта сарадничког учења, које је као идеја произашло из конструктивистичке парадигме и интерактивне наставе. Указано је на значај социјалних интеракција и сарадње за децу са тешкоћама у развоју и њихово адекватно позиционирање у редовној настави. Дат је приказ истраживачких налаза о ефектима примене сарадничког учења у контексту инклузивног образовања. Ефекти примене ове наставне стратегије разматрани су из перспективе наставника и улога које он има у подстицању сарадње међу ученицима. Истраживачки налази о примени сарадничког учења потврђују позитивне ефекте на постигнуће и социјални развој и деце са тешкоћама у развоју и њихових вршњака. Примена сарадничког учења у инклузивној настави представља велики ресурс за откривање очуваних потенцијала деце са тешкоћама у развоју и њихов развој у целини. Указано је на проблеме са којима се наставници суочавају током примене сарадничког учења у оквиру инклузивног образовања. Поменути проблеми односе се на потребу за континуираном посвећеношћу наставника да адекватно планира, прати и вреднује ефекте примене овог приступа на ученике и њихове међусобне односе. Дате су кључне педагошке импликације за примену сарадничког учења које се односе на рад наставника, организацију школе и образовног система у целини.

Кључне речи: сарадничко учење, инклузивно образовање, деца са тешкоћама у развоју, наставници, интерактивна настава.

 

Summary: The paper focuses on the application of collaborative learning in the context of inclusive education. The first part of the paper highlights the theoretical foundations of collaborative learning, a concept that emerged from the constructivist paradigm and interactive teaching. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. An overview of the research findings on the effects of implementing collaborative learning in the context of inclusive education is also provided. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The research findings on the application of collaborative learning confirm its positive effects on an overall achievement and social development of both children with developmental difficulties and their peers. The application of collaborative learning in inclusive teaching is a great resource for discovering the preserved potentials of children with developmental difficulties and their development as a whole. The problems that teachers face while implementing collaborative learning in inclusive education are discussed as well. These problems relate to the need for a continued commitment of teachers to adequately plan, monitor and evaluate the effects of applying this approach on students and their relationships. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers’ work, school organization and the education system as a whole.

Keywords: collaborative learning, inclusive education, children with developmental difficulties, teachers, interactive teaching.

 

Литература

  • Berger, P. & Luckmann, T. (1966). The social construction of reality. New York: Doubleday.
  • Blatchford, P., Kutnick, P., Baines, E. & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research. 39 (1), 153‒172.
  • Cloud, T. (2014). Cooperative learning in the classroom. Journal on Best Teaching Practices. 1 (1‒2), 7–8.
  • Dewey, J. (1916). Essays in experimental logic. Retrieved March 14, 2019. from www: http://www.brocku.ca/MeadProject/Dewey/Dewey_1916/ Dewey_1916_ toc.html.
  • Džinkić, O., Milutinović, J. (2018). Ideja konstruktivizma u savremenoj školskoj praksi. Zbornik Odseka za pedagogiju. 27, 129‒149.
  • Gartin, B., Murdick, N. & Digby, A. (1992). Cooperative activities to assist in the integration of students with disabilities. Journal of Instructional Psychology. 19 (4), 241‒245.
  • Gergen, K. (1985). The social constructionist movement in modern psychology. American Psychologist. 40 (3), 266‒375.
  • 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.
  • Gillies, R. & Ashman, A. (1997). The effects of training in co-operative learning on differential student behaviour and achievement. Journal of Classroom Interaction. 32 (1), 1‒10.
  • Gillies, R. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse, and learning during a science-based learning activity. School Psychology International. 29 (3), 328‒347.
  • Gindis, B. (2003). Remediation through education: sociocultural theory and children with special needs. In: Kozulin, A., Gindis, B., Ageyev, V. S. & Miller, S. M. (Eds.). Vygotsky’s Educational theory in cultural context (200‒225). Cambridge: Cambridge University Press.
  • Hansell, S. & Slavin, R. E. (1981). Cooperative learning and the structure of interracial friendships. Sociology of Education. 54 (2), 98‒106.
  • Janney, R. & Snell, M. (2000). Modifying Schoolwork. Baltimore: Paul H. Brooks Publishing Co.
  • Johnson, D. W. & Johnson, R. T. (1978): Cooperative, competitive and individualistic learning. Review of educational research. 44 (2), 213‒224.
  • Johnson, D. W. & Johnson, R. T. (2000). Making classrooms more cooperative. Education and human development. 20 (1), 117‒132.
  • Jolliffe, W. (2007). Cooperative learning in the classroom. London: Paul Chapman Publishing.
  • Mastropieri, M. A., Scruggs, T. E. & Berkeley, S. L. (2007). Peers helping peers. Educational leadership. 64 (5), 54‒58.
  • McMaster, K. N. & Fuchs, D. (2002). Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek’s Review. Learning disabilities research and practice. 17 (2), 107‒117.
  • Milić, S. (2004). Kooperativno učenje ‒ teorija i praksa. Podgorica: Zavod za udžbenike i nastavna sredstva.
  • Pierce, C. (1994). Importance of classroom climate for at-risk learners. Journal of Educational Research. 88 (1), 37‒42.
  • Pijaže, Ž. (1983). Poreklo saznanja. Beograd: Nolit.
  • Pomplun, M. (1996). Cooperative groups: Alternative assessment for student with disabilities? The Journal of Special Education. 30 (1), 1‒17.
  • Rado, P., Čaprić, G., Najdanović Tomić, J., Đelić, J., Jeremić, J. i Jovanović, V. (2013). Koliko je inkluzivna naša škola: Priručnik za samoevaluaciju i spoljašnju evaluaciju inkluzivnosti škole. Beograd: UNESCO i Centar za obrazovne politike.
  • Scheepstra, A. J. M., Nakken, H. & Pijl, S. J. (1999). Contacts with classmates: the social position of pupils with Down’s syndrome in Dutch mainstream education. European Journal of Special Needs Education. 14 (3), 212‒220.
  • Schul, J. E. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twentyfirst century. The Social Studies. 102 (2), 88‒93.
  • Sharan, S. & Sharan, Y. (1976). Small group teaching. New Yersey: Educational Teachnology Publications.
  • Slavin, R. E. (1980). Cooperative learning. Review of Educational Research. 50 (2), 315‒342.
  • Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership. 48 (5), 71‒81.
  • Steele, J. L., Meredith, K. S. & Temple, C. (1998). Suradničko učenje: Vodič kroz projekt. Zagreb: Institut Otvoreno društvo Hrvatske.
  • Stepanović, I. (2010). Određenje vršnjačke interakcije i istraživanje njene uloge u kognitivnom razvoju u kontekstu Pijažeovog i socio-kulturnog pristupa. Psihološka istraživanja. 13 (2), 219‒240.
  • Stevens, 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.
  • Tateyama-Sniezek, K. M. (1990). Cooperative learning: does it improve the academic achievement of students with handicaps. Exceptional Children. 56 (5), 426‒437.
  • Ševkušić, S. (1995). Teorijske osnove i perspektive kooperativnog učenja. Zbornik Instituta za pedagoška istraživanja. 27, 138‒157.
  • Ševkušić, S. (1998). Uloga vršnjačke interakcije u kognitivnom razvoju učenika. Zbornik Instituta za pedagoška istraživanja. 30, 156‒167.
  • Ševkušić, S. (2003). Kooperativno učenje i uvažavanje razlika. U: Šefer, J., Maksić, S. i Joksimović, S. (prir.). Uvažavanje različitosti i obrazovanje (101‒107). Beograd: Institut za pedagoška istraživanja.
  • Ševkušić, S., Stanković, D. (2012). Saradnja. U: Šefer, J., Ševkušić, S. (ur.). Stvaralaštvo, inicijativa i saradnja: novi pristup obrazovanju (153‒181). Beograd: Institut za pedagoška istraživanja.
  • Vigotski, L. S. (1977). Mišljenje i govor. Beograd: Nolit.
  • Vigotski, L. S. (1983). Osnovi defektologije. Beograd: Zavod za udžbenike i nastavna sredstva.
  • Vigotski, L. (1996). Problemi razvoja psihe. Beograd: Zavod za udžbenike i nastavna sredstva.
  • Vujačić, M. (2006). Problemi i perspektive dece sa posebnim potrebama. Zbornik Instituta za pedagoška istraživanja. 38 (1), 190‒204.
  • Vujačić, M., Krnjajić, S. (2007). Socio-emocionalni aspekti uključivanja dece sa posebnim potrebama u redovne škole. U: Gašić-Pavišić, S., Maksić, S. (prir.). Na putu ka društvu znanja: obrazovanje i vaspitanje u Srbiji u periodu tranzicije (107‒120). Beograd: Institut za pedagoška istraživanja.
  • Vujačić, M., Studen, R. (2009). Interakcija i komunikacija dece sa posebnim potrebama i vršnjaka u redovnoj školi. U: Hrnjica, S. (ur.). Škola po meri deteta 2 (77‒87). Beograd: Save the children UK.
  • Vujačić, M. (2016). Podsticajna sredina za učenje u kontekstu inkluzivnog obrazovanja. Vaspitanje i obrazovanje. XLI (4), 15‒26.
  • Webb, N. M. & Farivar, S. (1994). Promoting helping behaviour in co-operative small groups in middle school mathematics. American Educational Research Journal. 31 (2), 369‒395.
  • Yumi, F. & Erina, S. (2015). Effects of cooperative learning on writing activity of English for special purposes in Japanese university students. Journal of Academic Society for Quality Life. 1 (1), 32–39.

 

Copyright © 2019 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