Contribution of cooperative learning strategies to the improvement of the quality of students' native language knowledge
A successful application of cooperative learning in mother tongue teaching, from the point of view of improving the quality of students' knowledge, requires great didactic and methodical expertise of teachers in group forming, cooperative task structuring, basic principles of cooperative learni...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Kragujevac - Faculty of Pedagogy, Užice
2024-01-01
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| Series: | Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu) |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/2560-550X/2024/2560-550X2426083S.pdf |
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| Summary: | A successful application of cooperative learning in mother tongue teaching, from the point of view of improving the quality of students' knowledge, requires great didactic and methodical expertise of teachers in group forming, cooperative task structuring, basic principles of cooperative learning, etc. The theoretical starting point of this paper is represented by the theory of social interdependence, Slavin's integrative model and revised Bloom's taxonomy of knowledge. In this paper, we will present the results of the ex-post-facto research conducted to examine whether and to what extent the application of cooperative learning can improve the quality of factual, conceptual and procedural knowledge of students in their mother tongue. On a systematic sample of students of the fourth grade of primary schools from 14 districts in Serbia (n = 720), two knowledge tests were applied for the initial and final measurement. The results of the research showed that various practices of the application of strategies of cooperative learning in the current teaching of the mother tongue contribute to the adoption and sustainability of students' knowledge, mostly factual, and then conceptual and procedural. |
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| ISSN: | 2560-550X 2683-5649 |