COOPERATIVE LEARNING: UN MODELLO PER L'APPRENDIMENTO ATTIVO DELLA CHIMICA

 

Liberato Cardellini*, Richard M. Felder**

 

*Dipartimento di Scienze dei Materiali e della Terra, Università di Ancona. libero@unian.it; **Department of Chemical Engineering, North Carolina State University, Raleigh, NC 27695-7905, USA. rmfelder@mindspring.com

 

Abstract

Cooperative learning (CL) is an instructional method in which students teams work on structured tasks under conditions that meet five criteria: (1) positive interdependence (if a team member fails to fulfill his or her responsibilities, the entire team suffers consequences); (2) individual accountability (each team member is held accountable for understanding both the part of the work for which he/she was primarily responsible and the work that was done primarily by the rest of the team); (3) face-to-face interaction, at least part of the time; (4) appropriate use of interpersonal skills (leadership, communication, conflict resolution, and other elements of successful teamwork), and (5) periodic self-assessment of group functioning. This paper defines cooperative learning, outlines different ways to incorporate it into classroom instruction, summarizes its effects on student learning and skill development as demonstrated by hundreds of empirical research studies, and offers suggestions for its implementation in chemistry courses.

 

I. Introduzione

II. Istruzione basata sulla lezione verso l’apprendimento centrato sullo studente

III. L’apprendimento cooperativo: definizione

IV. Mettendo in pratica l’apprendimento cooperativo: istruzioni per l’insegnante

V. L'uso del CL per insegnare abilità nel problem solving

VI. Considerazioni finali

     Bibliografia

 

Apparso originariamente su La Chimica nella Scuola, 1999, XXI, 18-25.  Riprodotto con l'autorizzazione del Prof. Paolo Mirone, direttore di CnS.

 

Per saperne di più: http://www2.ncsu.edu/effective_teaching/