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PROMOTING LEARNING BY COOPERATION AS A FEASIBLE INTERACTIVE TEACHING STRATEGY
Abstract
During the last decade, the Romanian educational system was focused to the change of the content centered curriculum to the competences centered curriculum. Many initiatives have been made in terms of didactic strategies, teaching methods, type of resources, all of them having as main objective the increasing of the educational process quality. A lot of educational research studies have been made at the secondary education level not only in Romania, but also in other countries, concerning the needed premises of a qualitative educational demarche. They emphasized that a qualitative education is based on an authentic partnership between teacher and students, which involves a proactive role of the students and leads to the increasing of students' participation to their own learning process. At the same time, the students' satisfaction is the main criteria in the evaluation of the educational process quality. In order to adequately answer to the expectations of the secondary education beneficiaries, it is required the conceiving and the development of a didactic demarche centered on students, a demarche based on using interactive didactic strategies such as learning by cooperation, inquiry based learning, problem solving, strategies based on experience etc. The present study is focused on emphasizing the efficiency of the implementation of the learning by cooperation process, as an interactive teaching strategy used in Sciences lessons. The study is based on the processed information resulted from the questionnaires completed by 144 students, applied at the end of the lessons. We corroborated the obtained data with a qualitative analysis, made through case studies, focused on four modules of didactic activity proposed by some teachers who took part in the “PROFILES - Education through Sciences” Continuous Professional Development Programme. The analysis demonstrated, once more, the versatile application of the learning by cooperation didactic strategy in different Sciences lessons, and its formative effects.
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References8
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