Towards an effective solution of conflicts in University classrooms: examples through the cooperative debate.

Article Sidebar

PDF (Español (España)) HTML (Español (España))
Published: Aug 25, 2016
DOI: https://doi.org/10.14482/zp.24.8724
Keywords:
cooperative learning, social competences conflict solving teaching-learning process.

Main Article Content

María Martínez Lirola
Universidad de Alicante
https://orcid.org/0000-0002-6427-425X

Abstract


The University of the XXI century should give answers to the demands of society and consequently, there should be a relationship between what is taught in the classrooms and real life. For this reason, this article intends to contribute to the way that working with a cooperative methodology at the University allows students acquire social competences such as conflict solving. The debate will be presented as a cooperative activity that highlights the acquisition of different competences such as communication, leadership, cooperation and conflict solving. The different conflicts that took place in this activity will be presented; moreover, different ways to solve the conflicts will also be offered so that students consider conflicts as an opportunity to learn.

Downloads

Download data is not yet available.

Article Details

Issue
No. 24 (2016)
Section
Artículo de reflexión
Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
Author Biography

María Martínez Lirola, Universidad de Alicante

Doctora en Filología Inglesa, Profesora Titular de la Universidad de Alicante (España). Research Fellow, Department of Linguistics and Modern Languages, University of South Africa (UNISA).

References

Adams, D. M. & Hamm, M. (1994). New designs for teaching and learning. San Francisco, CA: Jossey-Bass.

Ahmar, Z. & Mahmood, N. (2010). Effects of cooperative learning vs. traditional instruction on prospective teachers' learning experience and achievement. Journal of Faculty of Educational Sciences, 43(1), 151-164.

Antolín, A., Martín-Pérez, G. & Barbá, J. (2012). El aprendizaje cooperativo para la mejora de la socialización y la educación a través del conflicto. La Peonza, Revista de Educación Física para la Paz, 7, 3-11.

Armstrong, M. (2006). A Handbook of Human Resources Management Practice. (10 ed.). Londres: Kogan Page.

Barblett, L. & Maloney, C. (2010). Complexities of assessing social and emotional competence and wellbeing in young children. Australasian Journal of Early Childhood, 35(2), 13-18.

Barkeley, E.F., Cross, K.P. & Major, C.H. (2008). Técnicas de aprendizaje cooperativo. Manual para el profesorado universitario. Traducción de Pablo Manzano. Madrid: Ministerio de Educación y Ciencia y Ediciones Morata.

Bermejo Campos, B. & Fernández Batanero, J.M. (2010). Habilidades sociales y resolución de conflictos en centros docentes de Andalucía (España). Revista Educación inclusiva, 3(2), 65-76.

Bisquerra Alzina, R. (2010). Características generales de la educación emocional. En R. Bisquerra Alzina (Coord.), La educación emocional en la práctica. Cuadernos de Educación 60 (pp. 11-37). Barcelona: ICE, Universitat de Barcelona.

Bisquerra, R. & Pèrez, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82.

Buscà Donet, F., Ruiz Eugenio, L. & Rekalde Rodríguez, I. (2014). Tratamiento del conflicto en las Comunidades de Aprendizaje a través de la educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 25, 156-161.

Farh, C.I., Seo, M. & Tesluk, P.E. (2012). Emotional intelligence, teamwork effectiveness, and job performance: The moderating role of job context. Journal of Applied Psychology, 97(4), 890-900.

Ghaith, G.M. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30, 263-273.

Johnson, D.W. & Johnson, R.T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.

Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive and individualistic learning. Massachusetts: Allyn and Bacon.

Johnson, D.W. & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. (5 ed.). Boston: Allyn and Bacon.

Johnson, D.W. & Johnson, R.T. (2004). Assessing students in groups. Promoting group responsibility and individual accountability. Thousand Oaks, California: Corwin Press.

Johnson, D.W. & Johnson, R.T. (2009a). Energizing learning: the instructional power of conflict. Educational Researcher, 38(1), 37-51. DOI: 10.3102/0013189X08330540

Johnson, R.T. & Johnson, D.W. (2009b). Joining together: group theory and group skills (10 ed.). Boston: Allyn and Bacon.

Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1984). Circles of learning. cooperation in the classroom and school. Alexandria, V.A.: Association for Supervision and Curriculum Development.

Johnson, D., Johnson R. & Smith, K. (2007). The state of cooperative learning in post- secondary and professional settings. Educational Psychology Review, 19, 15-29. DOI: 10.1007/s10648-006-9038-8

MacCann, C. A., Lipnevich, A. & Roberts, R.D. (2012). New directions in assessing emotional competencies from kindergarten to college. Journal of Psychoeducational Assessment, 30(4), 315-319. DOI: 0.1177/0734282912449438

Martínez Lirola, M. (2013). Ejemplos de la relación entre el aprendizaje cooperativo y la adquisición de competencias interpersonales en una clase de lengua inglesa. Encuentro. Revista de investigación e innovación en la clase de idiomas, 22, 73-83. Disponible en: http://www.encuentrojournal.org/textos/Martinez%20Lirola.pdf.

Molina, F. (2005). Nuevos conflictos sociales y su presencia educativa. Análisis sociológico y reflexiones para la intervención. Cultura y Educación, 17(3), 213-223.

Morales Vallejo, P. (2008). Nuevos roles de profesores y alumnos, nuevas formas de enseñar y de aprender. En L. Prieto Navarro (Coord.), La enseñanza universitaria centrada en el aprendizaje (pp. 17-29). Barcelona: Octaedro.

Prieto Navarro, L. (2007). El aprendizaje cooperativo. Madrid: PPC.

Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching, 58, 52-57. DOI: 10.1080/87567550903418594

Slavin, R.E. (1987). Cooperative learning and the cooperative school. Educational Leadership, 45(3), 7-13.

Tallón, R. & Sikora, M. (2011). Conciencia en acción. Eneagrama, inteligencia emocional y cambio. Traducción de Nora Steinbrun. Madrid: Alquimia.

Tormos, A., Armenteros, I., Sanfrancisco, R., Fornés, M., Pascual, C., Merino, M.L. & Ruíz, R.M. (2003). Conflictos cotidianos abordados desde una perspectiva humana y social. Revista Tándem, 13, 63-74.

Tsay, M. & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.

Wang, T.P. (2009). Applying Slavin's Cooperative Learning Techniques to a College EFL Conversation Class. The Journal of Human Resource and Adult Learning, 5(1), 112-120. DOI: 10.15446/profile.v18n2.52593.