The Clash of the Paradigms: Tracking, Cooperative Learning, and the Demolition of the Zone of Proximal Development
AbstractThis report describes the effect of cooperative learning in low-track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science classroom. Results indicate that the ability for low-track students to choose group mates can result in greater feelings of alienation, have no effect on bolstering a lower academic self-esteem, and reduce willingness to cooperate with peers. Regardless of stream, students did not feel academically supported by peers in the classroom. Recommendations for using cooperative learning and coping with educational reform are discussed.
Ce rapport décrit l'effet de l'apprentissage coopératif dans des salles de classe d'éducation spécialisée et des salles de classe régulières et ce, sous l'optique de la marginalisation des élèves, l'estime de soi sur le plan académique, la volonté de coopérer et le soutien académique. Les chercheurs ont examiné l'influence de l'action par les étudiants dans le choix de pairs pour les groupes coopératifs dans un cours de science à l'école secondaire. Les résultats indiquent que la capacité qu'ont les élèves de la voie éducation spécialisée à choisir des partenaires de groupe peut entrainer les effets suivants : augmentation du sentiment de marginalisation; aucun rehaussement du faible estime de soi sur le plan académique; et diminution de la volonté de collaborer avec les pairs. Les élèves dans les deux voies ne sentaient pas d'appui académique de la part de leurs pairs en classe. Nous discutons de recommandations pour l'emploi de l'apprentissage coopératif et pour la gestion de la réforme de l'enseignement.
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