Escala de benefícios da aprendizagem cooperativa: construção e estudos de validação || Cooperative learning benefits scale: construction and validation studies
Barra lateral do artigo
Contido principal do artigo
Resumo
O objetivo deste estudo foi a construção e validação de uma escala de benefícios da Aprendizagem Cooperativa (EBAC), tendo em conta a exiguidade de instrumentos que avaliam estas facetas do método. O estudo recorreu a uma amostra de conveniência composta por 162 alunos, de ambos os sexos, entre os 11 e os 18 anos. O instrumento final apresenta 23 itens, numa estrutura fatorial bidimensional: benefícios académicos e psicológicos e benefícios sociais. Os resultados indicam que a EBAC detém boas qualidades psicométricas (validade de constructo e discriminante, e ainda fidedignidade). Os resultados são discutidos à luz do modelo da aprendizagem cooperativa.
Downloads
Detalles do artigo
Referências
Ajaja, P., & Eravwoke, O. (2010). Effects of cooperative learning strategy on junior secondary school students’ achievement in integrated science. Electronic Journal of Science Education, 14, 1-18. http://ejse.southwestern.edu
Akhtar, K., Perveen, Q., Kiran, S., Rashid, M. & Satti, A. K. (2012). A study of student’s attitudes towards cooperative learning. International Journal of Humanities and Social Science, 2(11), 141-147. http://www.ijhssnet.com/journals/Vol_2_No_11_June_2012/15.pdf
Balkcom, S. (1992). Cooperative learning. Washington, DC: Office of Research.
Bartlett, M. S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal Statistical Society, 16(B), 296-298. http://dx.doi.org/10.1080/10705519809540115
Borich, G. D. (2004). Effective teaching methods: Research-based practice (5th ed.). New Jersey: Pearson Merrill Prentice Hall.
Brown, A. (2008). Collaborative learning in the EAP classroom: Students’ perceptions on English for specific purposes world. Online Journal for Teachers, 1, 1-18. http://www.espworld.info/Articles_17/PDF/collaborative%20learning.pdf
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
Burnstein, E., & McRae, A. (1962). Some effects of shared threat and prejudice in racially mixed groups. Journal of Abnormal Social Psychology, 64, 257-263. http://dx.doi.org/10.1037/h0046022
Busato, V., Ten Dan, G., Eeden, P., & Terwel, J. (1995). Gender-related effects of co-operative learning in a mathematics curriculum for 12-16 years-olds. Journal Curriculum Studies, 27(6), 667-686. http://dx.doi.org/10.1080/0022027950270605
Cattel, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276. http://dx.doi.org/10.1207/s15327906mbr0102_10
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35. http://dx.doi.org/10.3102/00346543064001001
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10, 1-9. http://pareonline.net/pdf/v10n7.pdf
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. http://link.springer.com/article/10.1007/BF02310555#page-1
Dansereau, D.F. (1985). Learning strategy research. Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills: Relating instruction to research, (Vol. 1, pp. 209-239). Hillsdale, N.J.: Erlbaum.
Ding, N., Bosker, R. J., & Harskamp, E. G. (2011). Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning. Computers & Education, 56, 325-336. http://dx.doi.org/10.1016/j.compedu.2010.06.004
Ferrara, M. M. (2005, November). The single gender middle school classroom: A close-up look at gender differences in learning. Paper presented at the AARE 2005 Conference, Parramatta, Australia. http://www.aare.edu.au/05pap/fer05090.pdf
Gibbs, J. (1995). Tribes. Sausalito, CA: Center Source Systems.
Gottschall, H., & García-Bayotms, M. (2008). Student attitudes towards group work among undergraduates in business administration, education and mathematics. Educational Research Quarterly, 32(1), 3–27. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=21d8f704-148f-49e6-a625-3a0f1b7cb3d3%40sessionmgr198&vid=2&hid=118
Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students’ goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology, 47, 9–21. http://www.henkonderwijsadvies.nl/images/CL%20goals%20and%20context.pdf
Huang, T.C., Huang, Y. M., & Yu, F.-Y. (2011). Cooperative weblog learning in higher education: its facilitating effects on social interaction, time lag, and cognitive load. Educational Technology & Society, 14, 95–106. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=6f9441d9-6497-471f-b45f-67a61c7d2319%40sessionmgr113&vid=2&hid=118
Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior, 18, 667-683. https://wweb.uta.edu/management/Dr.Casper/Fall10/BSAD6314/Coursematerial/Hurley%20et%20al%201997%20%20Exploratory%20and%20Confirmatory%20Factor%20Anal.pdf
Johnson, D. W. (1973). Communication in conflict situations: A critical review of the research. International Journal of Group Tensions, 3, 46-67.
Johnson, D. W. (1974). Communication and the inducement of cooperative behavior in conflicts: A critical review. Speech Monographs, 41, 64-78. http://dx.doi.org/10.1080/03637757409384402
Johnson, D. W., & Johnson, R T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th. ed.). Boston, MA: Allyn and Bacon.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Circles of learning: Cooperation in the classroom (4th. ed.). Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El Aprendizaje Cooperativo en el aula. Buenos Aires: Paidós Educador.
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in post secondary and professional settings. Educational Psychology Review, 19(1), 15-29. DOI: 10.1007/s10648-006-9038-8
Johnson, D.W., Johnson, R. T, & Roseth, C.J. (2010). Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement. Middle Grades Research Journal, 5(1) 1-18.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Publishing.
Kahle, J. B., & Meece, J. (1994). Research on gender issues in the classroom. In A. B. Champagne (Ed.), Handbook of research on science teaching and learning (pp.542-557). New York: MacMillan.
Kaiser, H. (1970). A second generation little jiffy. Psychometrika, 35, 401-415. http://link.springer.com/article/10.1007%2FBF02291817?LI=true
Kaiser, H. (1973). An index of factorial simplicity. Psychometrika, 39, 31-36. http://link.springer.com/article/10.1007/BF02291575
Kayler, M. (1998). Middle school students' perceptions of cooperative learning. Teaching and Leadership - Dissertations. http://surface.syr.edu/tl_etd/98
Kowaliw, M. S. (1998). Homogeneous and heterogeneous gender pairs, controlling behavior, and achievement on a cooperative learning task. Working paper, Center for Educational Technologies, Wheeling Jesuit University. http://www.cet.edu/pdf/gender.pdf
Lampe, J. R., Rooze, G. E., & Tallent-Runnels, M. (1996). Effects of cooperative learning among Hispanic students in elementary social studies. The Journal of Educational Research, 89(3), 187-191. http://dx.doi.org/10.1080/00220671.1996.9941324
Lopes, J., & Silva, H. (2009). A aprendizagem cooperativa na sala de aula. Lisboa: LIDEL, Edições Técnicas.
Martínez-Fernández, J. R., Corcelles, M., & Cerrato-Lara, M. (2011). The conceptions about teamwork questionnaire: Design, reliability and validity with secondary students. Educational Psychology,,31, 857–871. http://dx.doi.org/10.1080/01443410.2011.610295
Mason, L. (2001). Responses to anomalous data on controversial topics and theory change. Learning and Instruction, 11(6), 453–483. http://dx.doi.org/10.1016/S0959-4752(00)00042-6
McLeish, K. (2009). Attitude of students towards cooperative learning methods at knox community college: A descriptive study. Research paper, University of Technology, Jamaica. http://files.eric.ed.gov/fulltext/ED506779.pdf
Meyers, L. S., Gamst, G. L., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage.
Monereo, C., Castelló, M., & Martínez-Fernandez, J. R. (2013). Predicción del éxito en el trabajo en equipo de estudantes de Secundária. Revista de Psicodidáctica, 18(2), 235-255. http://dx.doi.org/10.1387/RevPsicodidact.6776
Midkiff, R.B., & Thomasson, R.D. (1993). A practical approach to using learning styles in math instruction. Springfield, IL: Charles Thomas Pub.
Nam, C.W., & Zellner, R. (2011). The relative effectiveness of positive interdependence and group processing on student achievement, interaction, and attitude in online cooperative learning. Computers & Education, 56(3), 680-688. http://dx.doi.org/10.1016/j.compedu.2010.10.010
Nelson-LeGall, S. (1992). Children’s instrumental help-seeking: Its role in the social acquisition and construction of knowledge. In Hertz-Lazarowitz (Ed.), Interaction in cooperative groups: Theoretical anatomy of group learning (pp.120-141). New York: Cambridge University Press.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd.Ed.). New York: The MacGraw Hill, Inc.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehend-sion monitoring. Cognition and Instruction, 1(2), 117-175. http://dx.doi.org/10.1207/s1532690xci0102_1
Panitz, T. (1996). Getting students ready for cooperative learning. Cooperative Learning and College Teaching, 6(2), 7-10.
Rama, K. (2003). The influence of cooperative learning on academic performance and students' perception of the educational benefits of peer collaboration in a suburban, ninth grade global studies course. Unpublished Master Thesis submitted to the Office for Graduate Studies, Graduate Division of Wayne State University, Detroit, Michigan. http://ted.coe.wayne.edu/sse/finding/rama.doc
Ramsay, S. G., & Richards, H. C. (1997). Cooperative learning environments: Effects on academic attitudes of gifted students. Gifted Child Quarterly, 41, 160–168. http://dx.doi.org/10.1177/001698629704100405
Reeve, J. (1996). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83–103. http://link.springer.com/article/10.1007/BF00992956#page-1
Richard, T. (1990). Interpretation of the correlation coefficient: A basic review. Journal of Diagnostic Medical Sonography, 1(16), 35-39. http://dx.doi.org/10.1177/875647939000600106
Rodger, S., Murray, H. G., & Cummings, A. L. (2007). Gender differences in cooperative learning with university students. Alberta Journal of Educational Research, 53(2), 157-173. http://ajer.journalhosting.ucalgary.ca/ajer/index.php/ajer/article/view/667/648
Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and learning: Participation in a community of learners. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling (pp. 388-414). Oxford: Blackwell.
Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd. ed., pp. 376-391). New York: Macmillan.
Sapon-Shevin, M. (1994). Cooperative learning and middle schools: What would it take to really do it right? Theory Into Practice, 33(3), 83-90. http://dx.doi.org/10.1080/00405849409543637
Sharan, S. (Ed.). (1999). Cooperative learning methods (2nd. ed.). Westport, CT: Praeger.
Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300–313. http://dx.doi.org/10.1111/j.1465-3435.2010.01430.x
Sharan,Y., & Sharan, C. (1976). Small group teaching. Englewood Cliffs, NJ: Prentice Hall.
Shek, D. T. L., & Shek, M. M.W. (1985). Perception of collaborative learning in associate degree students in Hong Kong. International Journal of Adolescent Medicine and Health, 0(0), 1–10. http://dx.doi.org/10.1515/ijamh-2013-0043
Shuell, T. J. (1996). Teaching and learning in classroom context. In D. C. Berliner, & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 726-764). New York: Macmillan.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd. ed.). Boston: Allyn & Bacon.
Slavin, R. E., & Tanner, A. M. (1979). Effects of cooperative reward structures and individual accountability in productivity and learning. Journal of Educational Research 72(5), 294-298.
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. Elementary School Journal, 95(3), 241-262. http://www.jstor.org/discover/10.2307/1001933?uid=3738880&uid=2&uid=4&sid=21103462620671
Tabanick, B. G., & Fidel, L. S. (2007). Using multivariate statistics (5th. ed.). Boston: Allyn and Bacon.
Thanh, P. T. (2011). An investigation of perceptions of Vietnamese teachers and students toward cooperative learning (CL). International Education Studies, 4(1), 3-12. http://www.ccsenet.org/journal/index.php/ies/article/viewFile/9101/6644
Topping, K., & Ehly, S. (1998). Peer assisted learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Tseng, H., Wang, C., Ku, H., & Sun, L. (2009). Key factors in online collaboration and their relationship to team works satisfaction. Quarterly Review of Distance Education, 10, 195–206. http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=57274074-0e29-4a80-b06f- cffbc68a774d%40sessionmgr4003&vid=2&hid=4212
Van Prooijen, J., & Van Der Kloot, W. A. (2001). Confirmatory analysis of exploratively obtained factor structures. Educational and Psychological Measurement, 61(5), 777-792. http://dx.doi.org/10.1177/00131640121971518
Veenman, S., Benthum, N. van, Bootsma, D., Dieren, J. van, & Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18, 87–103. http://dx.doi.org/10.1016/S0742-051X(01)00052-X
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3), 281–302. http://dx.doi.org/10.1080/03055690050137114
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
Waelti, P., Dickinson, A., & Schultz, W. (2001). Dopamine responses comply with basic assumptions of formal learning theory. Nature, 412, 43–48. http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=c2cf2f6b-e3c4-4030-905a- bce46b76cfab%40sessionmgr4002&vid=2&hid=4212
Webb, N. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39. http://dx.doi.org/10.1016/0883-0355(89)90014-1
Willis, J. (2007). Cooperative learning is brain turn on. Middle School Journal, 38(4), 4‐13. http://files.eric.ed.gov/fulltext/EJ756482.pdf
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838. http://dx.doi.org/10.1177/0011000006288127
Yager, S., Johnson, D. W., & Johnson, R. (1985). Oral discussion groups-to-individual transfer and achievement in cooperative learning groups. Journal of Educational Psychology, 77(1), 60-66. http://dx.doi.org/10.1037/0022-0663.77.1.60