Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions
Abiodun A. Bada
Faculty of Education, University of the Free State, South Africa
https://orcid.org/0000-0001-7540-1974
Loyiso C. Jita
Faculty of Education, University of the Free State, South Africa
https://orcid.org/0000-0001-6871-6820
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Keywords

Brain-based theory
Challenges
Cooperative learning pedagogy
Science classroom
Solutions

How to Cite

Bada, A., & Jita, L. (2022). Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions. Journal of Culture and Values in Education, 5(2), 1-15. https://doi.org/10.46303/jcve.2022.1

Abstract

Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintaining classroom synergy and learning how to learn among students. The investigation conclude that cooperation should be encouraged among students through the maintenance of a threat free classroom environment. The study recommends that science curriculum developers and planners should encourage peaceful coexistence among students and teachers irrespective of their different backgrounds so as to maximize the achievement of classroom goals and objectives enshrined in positive interaction among students and teachers.

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This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (https://creativecommons.org/licenses/by/4.0/).  

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