Study of the efficacy of a teaching-learning system for Language in Primary that incorporates teaching thinking and cooperative work:
cognitive and non-cognitive variables
Current debate claims the importance of cooperative work, creative thinking, problem-solving and critical thinking to achieve effective learning,self-regulated learning, making students active agents controlling their own learning (Duckworth, Akerman, MacGregor, Salter & Vorhaus, 2009; Claxton et al., 2011; Whitebread, 2014; Wolters, 2010). Debate still rages on how this teaching should be given. An approach is currently being made to incorporate teaching thinking skills via infusion within different school subjects, supported by constructivist learning theories that consider learners to be active participants in creating knowledge and understanding (Costa, 2000; Dewey & Bento, 2009; McGuinness, 2005).
Our starting hypothesis in this research is twofold:
Firstly, that incorporating teaching-learning strategies in the classroom that develop thinking, active learning and student cooperation has a beneficial effect not only on cognitive type variables for students (deeper understanding and learning) but also on non-cognitive variables (such as social, emotional, motivation, self-regulation, control, autonomy, effort, happiness, perseverance).
Secondly, that variables relating to the teaching staff (such as beliefs regarding teaching-learning and training on active methodologies) and to the context (such as classroom layout, times for thinking, spaces to visualise what has been worked on, treating mistakes as evidence of learning, type of student-teacher interactions, student groups) will influence the effect that the teaching-learning system has on students' cognitive and non cognitive variables.
Taking ComunicARTE as a base, a teaching-learning system for Language in Primary that incorporates teaching thinking and cooperative work, our research has a triple objective:
One, study the effect that a teaching-learning system of this type has on the students' cognitive and non cognitive variables in the last two years of primary (ages 10 to 12).
Two, study the effect that the teacher and context variables have on the efficacy of the ComunicARTE learning system in relation to the students' cognitive and non cognitive variables in the last two years of primary (ages 10 to 12).
Three, in the light of the results obtained in the first two objectives, we decided to draw up suggestions for improvements in the ComunicARTE teaching-learning system as found in its current version. The methodological approximation that we are contemplating is mixed (quantitative-qualitative) given the importance of the context and, therefore, of the inter-relation of the variables that come into play in the innovation implementation process.
A project by:
School of Education and Psychology. Department of Learning and Curriculum.
External assessment: The project has been positively evaluated by: