Cooperative Learning in the Thinking Classroom: Current Research

Author： Lee Christine Ng Maureen Jacobs George M.

ISSN： 1323-577X

Source： Educational Practice and Theory, Vol.20, Iss.1, 1998-01, pp. : 59-73

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Abstract

This is a discussion paper which examines the research, theory and practice of cooperative learning and its link to the aim of promoting quality thinking in classrooms. The writers have reviewed ten research studies in which cooperative learning was used in conjunction with higher-order tasks or problem solving. Drawing from learning theories of developmental, cognitive and humanistic psychology, multiple-intelligences and motivation theory, the article explains why cooperative learning can help bring about thinking among students. The writers conclude that empirical and theoretical support exists for cooperative learning as a viable instructional method for the development of thinking. This is likely to occur only when criterial elements of cooperation are met and with particular cooperative learning structures as described in the article. Where cooperative learning has not clearly produced superior performance, the writers believe that it has contributed to other gains in the affective and social domains.