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Master Thesis

L’apprentissage de la coopération : bilan qualitatif des connaissances actuelles et perspectives d’étude

Abstract : The cooperation between pupils comes about within several currents, promoted from eighteenth and nineteenth centuries by the libertarian teachers such as Joseph Jacotot, Sébastien Faure and Paul Robin. For them, cooperation is essentially a subversion of the power relationships between the "subject supposed to have the knowledge" and the "individuals supposed to learn". The cooperation is historically defined as a social choice and a way to educate the citizen. It allows to put the pupils in difficulty in a working collective, in reassuring groups of resources and to value and focus on success. By cooperating, we also increase learning time. Nevertheless, when we authorize pupils to cooperate, we take the risk of more conflicts in the class and more noise due to pupils moving around and speaking. So we ask ourselves : what benefits come with cooperative learning for primary school children in 4th / 5th year ? Thus we envisaged several methods such as the organization of the class with activities as groups of experts, the student’s council, the comparison with negotiated dictation and the twictee. In order to collect and analyse the data, we set up score charts of cooperation, a questionnaire aimed for other teachers, and index cards about pupils’feelings. It has always been thought that the impact of the cooperation is important enough in certain disciplines, in particular in physical and sport education, but also in many other activities like the groups of experts, philosophic debate, the students’ council music education and theatre. Following this study we can conclude that "in a situation of competition, if the other one is better, I am less good. In a situation of cooperation, if the other one is better, I can benefit from it, I shall not suffer from it."
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Master Thesis
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Pauline Bianco, Camille Girard. L’apprentissage de la coopération : bilan qualitatif des connaissances actuelles et perspectives d’étude. Education. 2018. ⟨dumas-02120622⟩

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