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Anđelka Peko ; Učiteljski fakultet u Osijeku, Hrvatska
Marija Sablić ; Učiteljski fakultet u Osijeku, Hrvatska
Goran Livazović

Puni tekst: hrvatski, pdf (206 KB) str. 17-27 preuzimanja: 3.191* citiraj
APA 6th Edition
Peko, A., Sablić, M. i Livazović, G. (2006). SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI. Život i škola, LII (15-16), 17-27. Preuzeto s
MLA 8th Edition
Peko, Anđelka, et al. "SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI." Život i škola, vol. LII, br. 15-16, 2006, str. 17-27. Citirano 13.04.2021.
Chicago 17th Edition
Peko, Anđelka, Marija Sablić i Goran Livazović. "SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI." Život i škola LII, br. 15-16 (2006): 17-27.
Peko, A., Sablić, M., i Livazović, G. (2006). 'SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI', Život i škola, LII(15-16), str. 17-27. Preuzeto s: (Datum pristupa: 13.04.2021.)
Peko A, Sablić M, Livazović G. SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI. Život i škola [Internet]. 2006 [pristupljeno 13.04.2021.];LII(15-16):17-27. Dostupno na:
A. Peko, M. Sablić i G. Livazović, "SURADNIČKO UČENJE U MLAĐOJ ŠKOLSKOJ DOBI", Život i škola, vol.LII, br. 15-16, str. 17-27, 2006. [Online]. Dostupno na: [Citirano: 13.04.2021.]

Cooperational or collaborative learning represents a form of learning in which pairs or small groups of students work together on mutual problems, explore mutual topics or expand their knowledge with the goal of creating new ideas and unique innovations. Collaborative
efforts among students result in a higher degree of accomplishment by all participants as opposed to individual, competitive systems in which many students are left behind.
Students help each other and in doing so build a supportive community which raises the performance level of each member. A major component of cooperative learning includes training students in the social skills needed to work collaboratively. Training in collaborative learning followed by group activities and processes provide an environment in which students can practice building good social skills, process beneficial group behavior and share the responsibility and success which they will most certainly accomplish.
The purpose of this analysis is to determine whether there is a statistically significant difference in students' activity depending on the form of teaching, cooperational or traditional.
A number of experiments have confirmed the effectiveness of Cooperational learning through the implementation of the Jigsaw method in increasing the abilities of planning, understanding and evaluation. Students are made aware of the need for healthy, positive, helping interactions when they work in groups, which results in a higher degree of accomplishment by all the participants.

Ključne riječi
cooperational learning; traditional teaching; student activity; Jigsaw method

Hrčak ID: 25024



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