Heterogeneity in Classes
Cooperative Problem-Solving Activities through Cooperative Learning/Heterogenost u nastavi: aktivnosti suradničkog rješavanja problema u sklopu suradničkog učenja
Bibliographic Data
| ID | 20244367 |
|---|---|
| Authors | Ceyhan Çiğdemoğlu (0000-0001-5389-5790, Atilim University), Kamil Yavuz Kapusuz (0000-0003-0414-9147, Atilim University), Ali Kara (0000-0003-4050-4222, Atilim University) |
| Year | 2014 |
| Volume | 16 |
| Issue | 4 |
| Publication date | 2014-10-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje (JOURNAL) |
| Journal identifiers | ISSN: 1848-5189 • E-ISSN: 1848-5197 |
| Publisher | Faculty of Teacher Education, University of Zagreb (PUBLISHER • HR) |
| DOI | 10.15516/cje.v16i4.1019 |
| OpenAlex | W1555943147 |
| Language | EN |
| Citations received | 2 |
| References cited | 1 |
Teachers, from primary schools to college, experience challenges regarding bothincreased class sizes and a greater diversity of students having a broad spectrumof abilities, interests, needs, and goals. The aim of this paper is to investigate theeffect of cooperative learning through Cooperative Problem-Solving (CPS) activitieson homogenous and heterogeneous grouping in an engineering course. As amixed method design, the study utilized both quantitative and qualitative data.The participants, 47 engineering students selected conveniently, were enrolled in acommunication systems course. The analysis of the quantitative data indicated thatno significant difference (p= .791) exists between the ways in which the students inhomogenous and the students in heterogeneous group understand communicationsystems. In order to reveal the perceptions of students regarding the implementation,they were interviewed at the end of the semester. The qualitative data obtained fromthese interviews suggests that students prefer heterogeneous to homogenous grouping.The findings also imply that further research should concentrate on heterogeneousgrouping strategies and more detailed qualitative data in order to reveal what kindof patterns emerge from students’ interactions in different groupings.Key words: cooperative learning; cooperative problem-solving; engineering education;within-class grouping. ---SažetakNastavnici, bez obzira na to rade li u osnovnim školama ili na fakultetu, nailazena izazove koji su povezani i s povećanim brojem učenika u razredima, kao i sasve većom raznolikošću učenika koji imaju širok spektar sposobnosti, interesa,potreba i ciljeva. Cilj je ovog rada ispitati učinak suradničkog učenja primjenomaktivnosti suradničkog rješavanja problema u homogenim i heterogenimskupinama u inženjerskom usmjerenju. Zamišljeno kao istraživanje koje uključujemješovite metode, ovo istraživanje koristilo se i kvantitativnim i kvalitativnimpodacima. Sudionici u istraživanju, 47 prikladno odabranih studenata inženjerskogusmjerenja, upisali su kolegij Komunikacijski sustavi. Analiza kvantitativnihpodataka pokazala je da ne postoji značajna razlika (p=.791) u načinima na kojestudenti u homogenim i studenti u heterogenim skupinama poimaju komunikacijskesustave. Da bi se utvrdila opažanja studenata u vezi s implementacijom, s njimasu na kraju semestra provedeni intervjui. Kvalitativni podaci koji su dobiveni timintervjuima upućuju na to da studenti više vole heterogene skupine nego homogeneskupine. Rezultati također upućuju na potrebu provođenja daljnjih istraživanjakoja bi se usredotočila na strategije heterogenog grupiranja i detaljnije kvalitativnepodatke da bi se utvrdilo kakvi se obrasci javljaju u interakciji studenata u različitoformiranim skupinama.Ključne riječi: grupiranje unutar skupine; obrazovanje u području inženjerstva;suradničko rješavanje problema; suradničko učenje
Humanities · Mathematics education · Physics · Qualitative analysis · Qualitative research · Sociology · Biomedical and Engineering Education · Computer Science · Engineering Education and Curriculum Development · Philosophy · Problem and Project Based Learning · Psychology · Artificial Intelligence
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2024 (5) |
| Highly cited | No |