ERIC Number: ED264162
Record Type: Non-Journal
Publication Date: 1985-Sep
Reference Count: N/A
Cooperative Learning in Social Studies Education: What Does the Research Say? ERIC Digest No. 20.
ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
This ERIC Digest describes research findings, mainly in elementary social studies classrooms, on the effects of cooperative learning on multicultural awareness and cross-ethnic friendships, interpersonal relationships, and prosocial behavior. Research findings on cooperative techniques in the classroom are summarized as follows: compared with other methods, cooperative learning produces greater academic learning, better intergroup relations among black, white, and Hispanic students, enhanced self-esteem, and improved relationships between mainstreamed academically handicapped students and other students. Brief sections describing the positive effects of cooperative learning are followed by descriptions of three widely used approaches to cooperative learning: (1) Student Teams-Achievement Divisions (STAD)--a method in which students with widely varying academic abilities are assigned to four- or five-member teams; (2) the "Jigsaw" method--in which students become "experts" on a topic, then meet with other experts to study their assigned topic; and (3) the Group Investigation Model, which attempts to eliminate competition entirely by involving cooperative group inquiry emphasizing data gathering by pupils, interpretation of information through group discussion, and synthesis of individual contributions into a group project. A list of references concludes the document. (LH)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.