Desde o início da década de setenta, a discussão a respeito das formas de organização e da efetividade das atividades didáticas pautadas nos princípios da aprendizagem cooperativa vem se destacando em vários países europeus e na América do Norte, entretanto no Brasil são ainda escassas as pesquisas dedicadas à temática, especialmente no ensino de Química.<br /> A aprendizagem cooperativa apresenta como característica chave a sua natureza social, pois os estudantes interagem e compartilham suas ideias melhorando sua compreensão individual e mútua. Nesse contexto, aplicamos uma atividade didática de caráter cooperativo (formato jigsaw), em disciplina de comunicação científica oferecida a graduandos em Química, na qual investigamos a dinâmica das interações estabelecidas entre os alunos, dentro dos seus respectivos grupos, a partir da análise das seguintes dimensões: funções da fala, processamento cognitivo e processamento social. Para tanto, nos baseamos no Modelo Analítico proposto por Kumpulainen e Mutanen. De forma complementar, analisamos as percepções dos alunos com relação à atividade.<br /> As interações foram realizadas apresentando como predominante o processamento social do tipo colaborativo e os alunos fizeram uso das funções de fala de forma igualitária. Estas foram também marcadas pela presença do processamento cognitivo exploratório, que somado ao uso de funções de fala do tipo críticas, indicam que a atividade foi rica em possibilidades cognitivas.<br /> Desta forma, as três dimensões analisadas sugerem que a atividade se mostrou efetiva, no que diz respeito ao desenvolvimento de condições para aprendizagem cooperativa com foco no desenvolvimento de habilidades sociais, sem, no entanto, comprometer o aprendizado de conteúdos da disciplina. As percepções dos alunos com relação à atividade indicaram a sua boa receptividade. Ademais, os alunos destacaram a importância da sua realização para uma melhor resolução dos problemas propostos. Assim, acreditamos que atividades cooperativas, especialmente aquelas no formato jigsaw, podem ser realizadas com sucesso no ensino superior de Química, sendo relevantes para a formação dos graduandos. / Since the beginning of the 70s, the discussion about ways of organization and effectiveness of learning activities based on cooperative learning has been growing in many European countries and in North America; however in Brazil, there is a dearth of studies on this topic, especially in chemistry teaching.<br /> One of the key characteristics of cooperative learning is social nature since students interact and share their ideas increasing their individual and mutual comprehension. In this context, we applied a didactic activity based on cooperative learning principles (jigsaw format) in a scientific communication course offered to undergraduate chemistry students. Based on the analytic framework proposed by Kumpulainen and Mutanen, we investigated the dynamic of interactions among the students within the groups focusing on the following dimensions: cognitive processing, social processing, and verbal interactions. We also analyzed the students\' perceptions related to this activity.<br /> The major cognitive processing observed was interpretative, whereas the social processing was collaborative, which indicate that the activity was rich of cognitive possibilities. Therefore, the dimensions analyzed suggest that the activity was effective in cooperative learning perspective without compromising the learning of the course contents.<br /> The students\' perceptions indicated the success of the activity. Moreover, the students highlighted its importance to solve the problems proposed. In sum, we believe that cooperative activities, especially in the jigsaw format, can be effectively used in undergraduate chemistry teaching.

Magister Educationis - MEd / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath.

Denna kunskapsöversikt ska bidra till utvidgad förståelse för hur kooperativt lärande kan påverkar elevers motivation till matematiken. Kooperativt lärande är en arbetsmetod där elevers kunskaper utvecklas i samverkan med varandra och läraren.Genom att undersöka internationella och relevanta forskningsartiklar till vår frågeställning har vi kunnat sammanställa ett resultat som vi hoppas på ska gynna oss i vår framtida lärarprofession. Resultatet av de vetenskapliga artiklar som vi har använt har sammanfattats till fyra kategorier där vi besvarar hur lärarens roll är en väsentlig del av det kooperativa lärandet, vilken inverkan gruppsammansättningen och dess medlemmar har, hur elevers motivation ökar när de erbjuds möjlighet att samarbeta med varandra och slutligen hur kooperativt lärande kan hämma elevers motivation om negativa konsekvenser inte uppmärksammas.  Vår slutsats blev att kooperativt lärande kan öka elevers motivation när det nyttjas på rätt sätt av lärare och elever. För att kooperativt lärande inte bara ska ses som ett komplement i undervisningen är det viktigt att arbetsmetoden successivt introduceras för elever. På så sätt får elever möjlighet att bygga upp ett förtroende för varandra och arbetsmetoden.

Magister Educationis - MEd / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group. Initially, data was collected from both the experimental and control groups via a geometry pre-test. Then the experimental group (E) was taught circle geometry using technology in the context of cooperative learning while the control group (C) was taught using conventional methods. Thereafter data was collected via a geometry post- test from both groups. Finally, the experimental group completed a questionnaire designed to ascertain the extent to which learners exhibit changes in motivation when answering grade 11 circle geometry questions when afforded the use of technology within a cooperative learning environment.

>Magister Scientiae - MSc / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group.

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital--the benefits that come from an individual's social contacts, social skills, and social resources. / Ph. D.

This study’s aim is to investigate what strategies within cooperative learning teachers’ use in the English classroom. An additional aim is to investigate how teachers’ believe cooperative learning contributes to interaction between students. The study focuses on the perspective of the teachers. Cooperative learning is a pedagogical method with roots from the sociocultural perspective. Furthermore, it is described by Kagan and Stenlev (2006) as a method where students work in groups and cooperate in order to achieve the mutual goal. According to Kagan and Stenlev (2006), the students’ communicative interaction between each other is one of the critical elements of cooperative learning. The empirical material consists of qualitative interviews with four legitimized teachers. I chose to conduct a qualitative research in order to guarantee valid answers due to the time given. After the interviews, the recorded answers were analyzed and compared to one and other in order to reach answers to my research question. After having finished the result analyze, the recordings of the interviews were deleted. The result of the study shows that teachers tend to use following strategies within cooperative learning: think-pair-share, team-pair-solo, quiz-quiz-trade, jigsaw, poem for two voices and placement consensus. Furthermore, it shows that teachers’ attitude and willingness to use cooperative learning can depend on when they got their degree. However, additional factors may have an impact, such as the lack of further education in connection to the introduction of the new steering document in 2011.

I denna kunskapsöversikt behandlas forskningsfrågan hur det kooperativa lärandet kan påverka elevers resonemangsförmåga inom ämnet matematik. Studiens underlag bygger på vetenskapliga artiklar samt Grundbok i kooperativt lärande skriven av Fohlin, Moerkerken, Westman & Wilson, 2017. Syftet med arbetet är att redogöra för hur forskningen framställer metoden kooperativt lärande med fokus på elevers resonemangsförmåga inom matematiken. Arbetet är uppbyggt utifrån en inledande del om vad kooperativt arbete innebär. Ett metodavsnitt presenteras sedan där tillvägagångssättet av sökprocessen beskrivs och en sammanställning av vetenskapliga artiklar visas i en tabell. Informationen från de vetenskapliga artiklarna analyseras utifrån forskningsfrågan som sedan redogörs i en resultatdel som bygger på fyra huvudkategorier utifrån ämnets relevans. Därefter diskuteras resultatet av litteraturundersökningen som påvisar att de resonemang som eftersträvas inom kooperativt lärande kan i vissa avseende påminna om det som Lithner (2008) benämner som kreativa resonemang. De kreativa resonemangen bidrar med positiva effekter för elevers matematikinlärning. Dock krävs det en tydlig struktur där lärarens kompetens och engagemang anses som viktiga faktorer. Arbetet avslutas med förslag på fortsatt forskning.

This evaluation of research investigates the advantageous and disadvantageous aspects of utilizing cooperative learning into the ESL (English as a second language) classroom for pupils at an elementary education level. Teachers need to be contemporary with their pedagogy and lesson design and implement methods that can enable that the national criteria regarding knowledge requirements in the syllabus for English are met. The methods within cooperative learning corresponds with sociocultural theories of Vygotsky as it is based on the zone of proximal development where high achievers can develop accordingly to their own qualifications, as well as low achievers. In the current study, we examine a selection of empirical studies on cooperative learning. The results of this analysis reveal that Cooperative learning is an advantageous way of reaching every individual to make sure that their English language acquisition is nurtured, but that the aspects of group grading make it difficult when grading each individual pupil. The findings also revealed that the implementation of cooperative learning into the ESL classroom had advantageous outcomes when it comes to vocabulary learning, writing skills, speaking skills and a lot of the pupils gained a better confidence and had a high achievement level in comparison to more traditional teacher focused pedagogy. Pupils also showed that their motivation and attitudes changed over time, when exposed of the cooperative learning methods in the ESL classroom. It is advised that teachers utilize cooperative learning in the ESL classroom hence it is beneficial for both pupils and teachers. Keywords: Cooperative learning, English as a second language, English as a foreign language, elementary school, group grading, ESL classroom and EFL classroom.

The purpose of this research is to improve the understanding of challenges encountered by students when conducting groupwork and more specifically cross-cultural groupwork; which in turn helps with identifying structural flaws in the way cooperative learning is organized in student groups. More specifically, this study aims at identifying the challenges and opportunities inherent to student group work in order to develop a framework allowing schools and universities to improve the way their structure this exercise. The objective is to find a way for students to experience group work almost as they would in a company in order to teach them key employability skills which are highly valued in the workplace. This study focuses on students and young professionals who had international experiences since both groups can provide insightful information on the challenges and opportunities related to cross-cultural group work. Overall, this paper contributes to better understand the challenges inherent to student group works which stem from motivational issues caused by disruptive behaviours. After explaining why these behaviours are specific to a student environment, we identified the structuration of cooperative learning among the studied organisation as being the main cause for these challenges faced by students. Our contribution then was to provide a new framework for student group work based on Smith’s 5 essential elements to properly structure cooperative learning. We also created a comparative table illustrating the main differences between conducting group work in a company and in a school which professional can use to better understand why students do not always know how to be good in group work. Two frameworks were produced, one is to be used by schools to better structure group work and limit the chances of disruptive behaviour while nurturing skills valuable in the workplace. The second framework provides insights as to why young professionals do not always know how to effectively work in groups even if they experienced it as students.