ABSTRACT
The term, co-operative learnings refers to a family of instructional practices in which the teacher gives various directions to groups of pupils about how to work together. The children, of course, must learn to co-operate to follow the teacher's instructions, but co-operation itself, while a worthy curriculum objective, is not the principal objective in co-operative learning instruction. Basically the various kinds of co-operative instructions teachers give to their pupils come from four theoretical perspectives: social learning theory, Piagetian theory, Vygotskian theory, and the newer cognitive science research on experts and novices. Each of these perspectives is focused on one of the following basic characteristics of co-operative learning: teamwork; conflict resolution; community collaboration; and tutoring. However, some novel co-operative learning procedures, like reciprocal teaching, have been developed by cognitive scientists for classroom instruction. The various theories explain how the co-operative learning innovations produce their impressive results.
