scholarly journals Influence of different modalities of cooperative work forms on adopting declarative and procedural knowledge in students

2009 ◽  
Vol 41 (2) ◽  
pp. 383-400
Author(s):  
Gordana Miscevic-Kadijevic
Keyword(s):  
Cooperative Learning ◽  
Procedural Knowledge ◽  
Cultural Theory ◽  
Cooperative Work ◽  
Cognitive Domain ◽  
Control Group ◽  
Developmental Approach ◽  
Final Measurement ◽  
Grouping Students ◽  
Cooperative Instruction

The majority of papers on cooperative learning so far have discussed the variables of affective domain, and research within the cognitive domain, especially when it comes to different forms of knowledge, has not been conducted very much. Within the cognitive-developmental approach, Piaget's genetic-epistemological theory and Vygotsky's socio-cultural theory have the biggest importance for understanding cooperative learning and the topic we deal with. The influence of the three models of cooperative work in the instruction of Basic Science and Social Studies on the adoption of declarative and procedural knowledge of students is experimentally tested in the paper. The basis for formation of the applied models is grouping students within small homogenous, i.e. heterogeneous groups. The sample of respondents consisted of 259 students from 11 classes of the fourth grade of primary school. The experiment with parallel groups was applied. The results indicated that in students from experimental group the adoption of declarative and procedural knowledge in final measurement was better than in students from the control group, as well as that in final measurement there were no statistically significant differences with respect to adoption of the studied knowledge among the three subgroups in which different cooperative work models were applied. The obtained findings indicated that cooperative instruction yields good results when its theoretical assumptions are carefully operationalised, along with exhibiting patience and gradualism in working with students previously prepared for cooperation with peers.

scholarly journals Compliance of declarative and procedural knowledge in cooperative teaching

2012 ◽  
pp. 595-605
Author(s):  
Gordana Miscevic-Kadijevic
Keyword(s):  
Procedural Knowledge ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Control Group ◽  
Homogeneous Grouping ◽  
Cooperative Teaching ◽  
Knowledge Quality ◽  
Fourth Grade Students ◽  
Nature And Society ◽  
Successful Teaching

In a number of works dealing with cooperative teaching affective domain variables were in focus, while the cognitive domain variables were studied less. In this paper, we try to look on cooperative teaching from the point of conformation of declarative and procedural knowledge. The influence of three modalities of cooperative work in teaching Nature and Society on comformability of students? declarative and procedural knowledge are experimentally checked. Arranging the students within small homogeneous and heterogeneous groups was the basis for the formation of the applied modalities. The sample consisted of 259 fourth-grade students of elementary school. The experiment was done with parallel groups. The results showed that students in the experi?mental group had better conformation of declarative and procedural knowledge not only at the final, but also at the subsequent measurings, as compared to the control group. Heterogeneous or homogeneous grouping led to the same conformation of declarative and procedural knowledge. Quality knowledge can not be obtained by accumulation of either declarative or procedural one, but by balancing these two kinds of knowledge, by their conformation. Conformed skills last longer and that is precisely the goal of a successful teaching in general, and not only cooperative teaching Nature and Society we dealt with in our study.

scholarly journals "MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DISERTAI KUIS” : SOLUSI PENINGKATAN HASIL BELAJAR FISIKA SISWA KELAS VIII SMP

2019 ◽  
Vol 6 (1) ◽  
pp. 20-29
Author(s):  
Andriswan Andriswan ◽  
Silvi Trisna ◽  
Iing Rika Yanti
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Design Research ◽  
Sampling Technique ◽  
Learning Model ◽  
Cognitive Domain ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental

The involvement of students in the learning process of physics at school is not optimal. In the learning process new innovations are needed to support students to be active, one of  the application, the Teams Game Tournament (TGT) cooperative learning model can be used. This type of research is quasi experimental research, with the posttest only control group design research design. Sampling is done by cluster random sampling technique. Based on the results of data analysis, it was found that for the cognitive domain, the average for learning outcomes in the experimental class was 67.37 while the control class was 57.13. In the affective domain in the form of student activities during the learning process, it was obtained on average for the 57.43 experiment class while the control class 49.8 later, the results of hypothesis testing using two-party t test obtained t_count = 3.28 and t_table = 1.67 where 3 28> 1.67 then the hypothesis is accepted. This study shows that the learning outcomes of physics with the TGT cooperative learning model accompanied by quizzes are better than the results of students' physics learning using conventional learning in class VIII IPA Optical Instruments in SMP 28 Padang

scholarly journals Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Sangeeta Yaduvanshi ◽  
Sunita Singh
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Low Achievers ◽  
Analysis Of Covariance ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Teaching Learning ◽  
The Impact

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

scholarly journals Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI): Dampak Terhadap Hasil Belajar Fisika Siswa

2017 ◽  
Vol 6 (2) ◽  
pp. 169 ◽  
Author(s):  
Tri Ariani
Keyword(s):  
Cooperative Learning ◽  
Learning Model ◽  
Cognitive Domain ◽  
Control Group ◽  
Final Test ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Average Value ◽  
Post Test

The research aims to know the influence of students studying physics by using cooperative learning model Team Assisted Individualization (TAI) type in learning physics on class X SMAN 8 Lubuklinggau the Academic Year 2016/2017. This type of research is experimental research, the research design used in the form of pre-test and post-test control group design. Data collection techniques in this research are essay test in the form of as much as seven items. The essay is to determine students’ learning outcomes in the cognitive domain. The samples were taken from class X.1  and class X.2. The average value of the experimental class in initial tests was at 40.64 and 83.41 for the final test. While the average value of the initial test in control class was at 32.16 and for the final test at 75.73. With t = 2.604 df = 48 and α = 0.05, ttable value is 1.684. So tcount> ttable, then accept and reject H0 Ha. Based on this analysis we can conclude the results of the experimental class which is learning using cooperative learning model Assisted Individualization Team (TAI) type is higher than the average value of the control class that using conventional cooperative learning.Penelitian ini bertujuan untuk mengetahui pengaruh hasil belajar fisika siswa pada ranah kognitif dengan menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) siswa kelas X SMA Negeri 8 Lubuklinggau Tahun Pelajaran 2016/2017. Jenis penelitian ini adalah penelitian eksperimen, dengan desain penelitian berbentuk pre-test dan post-test kontrol group design. Teknik pengumpulan data dalam penelitian ini adalah tes berbentuk soal essay sebanyak 7 butir soal. Kelas sampel diambil kelas X.1 dan kelas X.2. Nilai rata-rata kelas eksperimen pada tes awal sebesar 40,64 dan tes akhir sebesar 83,41. Sedangkan nilai rata-rata kelas kontrol pada tes awal sebesar 32,16 dan pada tes akhir sebesar 75,73. Dengan thitung = 2,604 dk = 48 dan α   = 0,05, maka nilai ttabel adalah 1,684. Jadi thitung> ttabel, maka terima Ha dan tolak H0. Berdasarkan analisis tersebut dapat disimpulkan ada pengaruh model pembelajaran kooperatif tipe Team Asissted Individualization (TAI) terhadap hasil belajar fisika siswa.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Validation of the Brief International Cognitive Assessment for Multiple Sclerosis (BICAMS) in the Russian Population

2021 ◽  
pp. 1-8
Author(s):  
Evgeniy Evdoshenko ◽  
Kristina Laskova ◽  
Maria Shumilina ◽  
Ekaterina Nekrashevich ◽  
Maria Andreeva ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Assessment ◽  
Verbal Learning ◽  
Cognitive Status ◽  
Russian Population ◽  
Cognitive Domain ◽  
Control Group ◽  
Retest Reliability ◽  
Valid Instrument ◽  
Test Retest Reliability

Abstract Objective: Cognitive dysfunction is common in multiple sclerosis (MS). The Brief International Cognitive Assessment for MS (BICAMS) battery of tests has been suggested as a measure for the evaluation of the cognitive status of MS patients. This study aims to validate the BICAMS battery in the Russian population of MS patients. Methods: Age- and sex-matched MS patients (n = 98) and healthy individuals (n = 86) were included in the study. Symbol Digit Modalities Test (SDMT), California Verbal Learning Test, 2nd edition (CVLT-II) and the Brief Visuospatial Memory Test – Revised (BVMT-R) were administered to all participants. The battery was readministered 1 month later to 44 MS patients to investigate the test–retest reliability. Results: MS patients exhibited a significantly lower performance in testing with BICAMS than the control group in all three neuropsychological tests. Test–retest reliability was good for SDMT and CVLT-II (r = .82 and r = .85, respectively) and adequate for BVMT-R (r = .70). Based on the proposed criterion for impairment as z score below 1.5 SD the mean of the control group, we found that 34/98 (35%) of MS patients were found impaired at least in one cognitive domain. Patients with Expanded Disability Status Scale score ≥3.5 performed significantly worse than controls (SDMT, p < .0001; CVLT–II, p = .03; BVMT-R, p = .0004), while those with ≤3.0 scores did not. Conclusion: This study demonstrates that the BICAMS battery is a valid instrument to identify cognitive impairment in MS patients and it can be recommended for routine use in the Russian Federation.

scholarly journals Disturbed Monitoring and Response Inhibition in patients with Gilles De La Tourette Syndrome and Co-Morbid Obsessive Compulsive Disorder

2003 ◽  
Vol 14 (1-2) ◽  
pp. 29-37 ◽  
Author(s):  
Sandra Verena Müller ◽  
Sönke Johannes ◽  
Berdieke Wieringa ◽  
Axel Weber ◽  
Kirsten Müller-Vahl ◽  
...  
Keyword(s):  
Executive Functions ◽  
Obsessive Compulsive Disorder ◽  
Tourette Syndrome ◽  
Response Inhibition ◽  
Error Detection ◽  
Neuropsychological Tests ◽  
Cognitive Domain ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder

Objective:Fronto-striatal dysfunction has been discussed as underlying symptoms of Tourette syndrome (TS) with co-morbid Obsessive Compulsive Disorder (OCD). This suggests possible impairments of executive functions in this disorder, which were therefore targeted in the present study.Results:A comprehensive series of neuropsychological tests examining attention, memory and executive functions was performed in a group of 14 TS/OCD in co-occurrence with OCD patients and a matched control group.Results:While attentional and memory mechanisms were not altered, TS/OCS patients showed deficits in executive functions predominately in the areas of response inhibition and action monitoring.Conclusions:These findings provide further evidence for a substantial impairment of the frontal-striatal-thalamic-frontal circuit. We propose that the deficits in monitoring, error detection and response inhibition constitute the major impairment of TS/OCD patients in the cognitive domain.

Cooperative learning and the appropriation of procedural knowledge by primary school children

1998 ◽  
Vol 8 (1) ◽  
pp. 37-61 ◽  
Author(s):  
Sylvia Rojas-Drummond ◽  
Gerardo Hernández ◽  
Maricela Vélez ◽  
Gabina Villagrán
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
School Children ◽  
Procedural Knowledge ◽  
Primary School Children

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

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