Students’ Social Construction of Knowledge through Cooperative Learning
| Autor: | Jordi Colomer, Remigijus Bubnys, Jurgita Lenkauskaitė |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Cooperative learning
knowledge Process (engineering) media_common.quotation_subject Geography Planning and Development TJ807-830 Team learning approach in education cooperation Aprenentatge -- Treball en equip 010501 environmental sciences Management Monitoring Policy and Law TD194-195 01 natural sciences Renewable energy sources Individualism Lietuva (Lithuania) university ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education GE1-350 Ensenyament cooperatiu Bendradarbiavimas / Cooperation 0105 earth and related environmental sciences media_common Teamwork Learning -- Study and teaching Environmental effects of industries and plants Renewable Energy Sustainability and the Environment 05 social sciences 050301 education Social constructionism team studies Variety (cybernetics) Environmental sciences Universitetai / Universities social construction Aprenentatge -- Ensenyament teamwork Construct (philosophy) Psychology 0503 education Studentai / Students Education Cooperative Diversity (politics) |
| Zdroj: | Sustainability Volume 12 Issue 22 Sustainability, 2020, vol. 12, núm. 22, p. 9606 Articles publicats (D-F) DUGiDocs – Universitat de Girona instname Sustainability, Vol 12, Iss 9606, p 9606 (2020) Sustainability (Basel) 2020, 12, 9606, 24 p. |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su12229606 |
| Popis: | The objective of this manuscript is twofold: to critically analyze the principles of epistemic diversity and democracy and perform an analysis of the social construction of knowledge by university students through cooperative learning. The semi-structured interview methodology employed in the research revealed that the students provided a positive assessment of the possibilities of cooperation in heterogeneous teams: the array of experiences that were emerging in the process helped the students in the tertiary systems transcend the boundaries of their knowledge, share experiences, and construct new knowledge together. The research also highlighted students&rsquo critical attitudes towards previous teamwork experiences, which relied more on an individualist than social approaches to knowledge. It also reflected on the causes and consequences of those experiences. Student interviews revealed a variety of difficulties the students were facing during team cooperation. The unconventional study process, centred on active and independent performance, social construction of knowledge, triggered confusion of the students&rsquo roles, dissatisfaction with the unequal contributions by the team members to the common work, and the lack of teachers&rsquo intervention. The findings established the basis for the design of the educational approaches for university students to socially construct knowledge through cooperation. |
| Databáze: | OpenAIRE |
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