Aprendizaje cooperativo y desarrollo del autoconcepto en estudiantes chilenos.

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Bibliographic Details
Title:	Aprendizaje cooperativo y desarrollo del autoconcepto en estudiantes chilenos.
Alternate Title:	Cooperative learning and the development of Self-concept in Chilean students.
Authors:	Coria, Marianela Denegri¹ mdenegri@ulro.cl, Pino, Carolina Opazo¹ educade@surnet.el, Toro, Gustavo Martínez¹ gusfermar@gmail.com
Source:	Revista de Pedagogía. enero-abril2007, Vol. 28 Issue 81, p13-41. 29p.
Subject Terms:	Teenagers, Students, Teachers, Secondary education, Education, Group work in education, Self-perception, Mapuche (South American people), Social status
Abstract (English):	This quasi-experimental study aims to (a) determine the effect of cooperative work methodology on the self-concept of adolescent students; (b) determine if such an effect leads to an increase in self-concept and (c) know how both teachers and students who regularly employ the technique, view cooperative work. A quasi-experimental design with a control group and pre-/post measurements was used. The total sample, intentionally selected, was made up of n= 181 first year Technical-Professional Secondary Education students, whose ages ranged between 14 and 18, all from low socio-economic backgrounds and mainly coming from Mapuche ethnic origins, these students being divided into the control and the experimental groups. The criteria for selection in the experimental group, made up of n=90 students, was that all its teachers had participated during the year previous to the study, in a systematic training process in the use of cooperative work methodologies and that these were used as the main strategy of educational organization. The control group, made up of n=91 students, shared similar socio-demographic characteristics with the other group, but differed in the fact that its teachers had not received any training in the use of cooperative work and therefore did not make use of this methodology in their class planning. The Tennessee self-concept scale was administered on two occasions, with a gap of ten months between the two. The results show that cooperative work has an effect on the general self-concept and specifically on physical, personal, family and social aspects, rather than the moral-ethical side of the concept. Teachers and students indicated that the use of cooperative learning was beneficial to the educational process in general and for the interaction between students. It is concluded that cooperative work allows the learning of social and cognitive skills and promotes a positive self-concept in the students. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este estudio de tipo cuasi experimental tuvo como objetivos: a) determinar el efecto de la metodología de trabajo cooperativo sobre el autoconcepto de alumnos adoleacentes; b) determinar si dicho efecto se constituye en un aumento del autoconcepto; y c) conocer la percepción que sobre el trabajo cooperativo tienen profesores y alumnos que desarrollan trabajo cooperativo de manera regular. Se utilizó un diseño cuasi experimental con grupo control y mediciones antes-después. La muestra total, seleccionada intencionalmente, fue constituida por 181 estudiantes de primer año de Educación SecundariaTécnico-Profesional, con edades comprendidas entre 14 y 18 años, de nivel socioeconómico bajo y mayoritariamente de procedencia étnica mapuche, quedando distribuida en un grupo control y un grupo experimental constituido. El criterio de selección del grupo experimental, compueato por 90 estudiantes, era que todos sus docentes debían haber participado, duranre el año previo al desarrollo del estudio, en un proceso sistemático de capacitación en el uso de metodologías de trabajo cooperativo, y que éstas fueran utilizadaa como principal estrategia de organización pedagógica. El grupo control, constituido por 91 estudiances, presentaba similares caracteristícas sociodemográficaa, y difería del experimental en que sus docentes no habían recibido ningún entrenamiento en el uso de trabajo cooperativo, y no registraban su uso sistemático en las planificacionea pedagógicas. Se administró la escala de Autoconcepto de Tennesaee en dos ocasiones, disrinciadas por un lapso de 10 meses. Los reaultados señaian que el trabajo cooperativo tiene efecto sobre el autoconcepto general y, especIficamente sobre el autoconcepro físico, personal, familiar y social, no así sobre el autoconcepto moral-ético. Profesores y alumnos señalan que el uso de aprendizaje cooperativo reporta beneficios para la acción pedagógica en general y para la interacción de los alumnos. Se concluye que el trabajo cooperativo permite el aprendizaje de comperencias sociales y cognitivas y potencia un autoconcepto positivo en los estudiantes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This quasi-experimental study aims to (a) determine the effect of cooperative work methodology on the self-concept of adolescent students; (b) determine if such an effect leads to an increase in self-concept and (c) know how both teachers and students who regularly employ the technique, view cooperative work. A quasi-experimental design with a control group and pre-/post measurements was used. The total sample, intentionally selected, was made up of n= 181 first year Technical-Professional Secondary Education students, whose ages ranged between 14 and 18, all from low socio-economic backgrounds and mainly coming from Mapuche ethnic origins, these students being divided into the control and the experimental groups. The criteria for selection in the experimental group, made up of n=90 students, was that all its teachers had participated during the year previous to the study, in a systematic training process in the use of cooperative work methodologies and that these were used as the main strategy of educational organization. The control group, made up of n=91 students, shared similar socio-demographic characteristics with the other group, but differed in the fact that its teachers had not received any training in the use of cooperative work and therefore did not make use of this methodology in their class planning. The Tennessee self-concept scale was administered on two occasions, with a gap of ten months between the two. The results show that cooperative work has an effect on the general self-concept and specifically on physical, personal, family and social aspects, rather than the moral-ethical side of the concept. Teachers and students indicated that the use of cooperative learning was beneficial to the educational process in general and for the interaction between students. It is concluded that cooperative work allows the learning of social and cognitive skills and promotes a positive self-concept in the students. [ABSTRACT FROM AUTHOR]
ISSN:	07989792