Chap 3. History of Cooperative Learning
History of Theory and Research
Three theoretical perspectives have guided research on cooperative learning: social interdependence, cognitive-developmental, and behavioral.
Interaction with other people is essential for human survival. In an education setting, social interdependence refers to students’ efforts to achieve, develop positive relationships, adjust psychologically, and show social competence.
social interdependence perspective of cooperative learning presupposes that
the way social interdependence is structured determines the way persons
interact with each other. Moreover, outcomes are the consequence of
persons’ interactions. Therefore, one of the cooperative elements that has
to be structured in the classroom is positive interdependence or
cooperation. When this is done, cooperation results in promotive interaction
as group members encourage and ease each other’s efforts to learn
(Johnson, Johnson, & Holubec, 1998).
History of Theory and Research: Social Interdependence Theory (adapted from Johnson, Johnson and Holubec, 1998, p.3:18)
cognitive developmental perspective is grounded in the work of Jean Piaget
and Lev Vygotsky. Piagetian perspectives suggest that when individuals work
together, sociocognitive conflict occurs and creates cognitive
disequlibrium that stimulates perspective-taking ability and reasoning.
Vygotsky’s theories present knowledge as a societal product (Johnson,
Johnson, & Holubec, 1998).
History of Theory and Research: Cognitive Development Theory (adapted from Johnson, Johnson and Holubec, 1998, p.3:18)
Behavioral Learning Theory
behavioral-social perspective presupposes that cooperative efforts are
fueled by extrinsic motivation to achieve group rewards (academic and/or
nonacademic) (Johnson, Johnson, & Holubec, 1998).
History of Theory and Research: Behavioral Learning Theory (adapted from Johnson, Johnson and Holubec, 1998, p.3:18)
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