Stručni rad

Academic Controversy as A Cooperative Learning Technique

Dubravka Mandušić ; Agronomski fakultet, Sveučilište u Zagrebu, Republika Hrvatska

Sažetak

Today, in the process of education we increasingly work on teaching and learning methods. The main goal is to actively involve all participants in the interaction. In most cases students were merely passive listeners who only received information from teachers. They did not participate in collecting, analyzing and commenting information. In collaborative learning the role of students has been significantly changed since students need to take responsibility for their learning. And also responsibility to gather information. This is learning that is adopted through spontaneity, researching, living, teaching and learning. In collaborative learning we can use an active approach in all fields of education. Cooperative learning affects the critical thinking, which is in fact, an opinion. Information is a goal that must be analyzed and solved with critical thinking in order to develop personal skills, knowledge, and a positive attitude towards learning. One of the techniques of cooperative learning is the academic controversy as a great method of learning. This method is very simple and very usable research and collaborative technique. It does not require much preparation time, as most cooperative learning techniquesn do. It can be very short and effective, and very interesting to students. In this paper, academic controversy is highlighted as the most interesting technique, because it makes students actively involved in the discussion with representation or challenging score theses regardless of personal attitude.

Ključne riječi

learning methods; active learning; cooperative learning

Hrčak ID:

176907

URI

https://hrcak.srce.hr/176907

Datum izdavanja:

15.12.2016.

Podaci na drugim jezicima: hrvatski njemački

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