Publication: Aprendizaje cooperativo y rendimiento académico: ¿Por qué funciona el trabajo grupal?
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Date
2014-10
Authors
Slavin, Robert E.
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Publisher
Murcia: Universidad de Murcia, Editum
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DOI
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info:eu-repo/semantics/article
Description
Abstract
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 cognitiva. La evidencia de la investigación práctica en el aula apoya, fundamentalmente, 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 perspectivas teóricas, contribuyen al aumento del rendimiento. En este artículo se reconcilian estas cuatro perspectivas en una teoría unificada de los efectos de aprendizaje cooperativo.
Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.
Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.
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