Document Type : Research Paper

Authors

• Fahimeh Ansarizadeh ¹
• Mohammad Reza Keramati ²
• sifollah fazllolahi ³
• Robyn M Gillies ⁴

¹ Faculty of Humanities, Islamic Azad University, Qom, Iran

² Faculty of Psychology and Education, University of Tehran, Tehran, Iran

³ associate professor, Faculty of humanities, Islamic Azad University, Qom, Iran

⁴ School of Education, University of Queensland, Brisbane, Australia

Abstract

Introduction
One of the active and effective approaches that has attracted the attention of researchers today is cooperative learning. In the process of implementing cooperative learning, students have the opportunity to work together in an environment in the form of small heterogeneous groups to achieve a common goal. In the process of implementing this approach, motivation, critical thinking, and problem solving are developed. These advantages are achieved when teachers can successfully implement this approach in the classroom. The successful implementation of cooperative learning requires that the challenges of the implementation process be minimized by using appropriate solutions. The basic question is, what is the process and solutions for implementing cooperative learning approach in elementary school?

Method
The current research was conducted with a qualitative approach and meta- synthesis method. This method examines the findings extracted from other related and similar studies. Sandelovski and Barso (2007) method was used to conduct the research. This method includes seven stages of setting questions, regular review of texts, search and selection of appropriate documents, information extraction, analysis and combination of findings.

Results
The synthesis of existing knowledge in the field of cooperative learning process and implementation solutions shows that teachers' familiarity with the concept, methods and techniques of cooperative learning approach can provide suitable conditions for the implementation of this approach. In the process section, the teacher's actions and students' actions are emphasized, and in the solutions section, the roles of teachers and students are emphasized as two important elements of the curriculum.

Discussion
It can be concluded that five groups of stakeholders can play a significant role in the quality implementation of the cooperative learning approach: policymakers, managers, teachers, parents, and students. The findings indicate the central role of teachers and students. The role of these two groups in the cooperative learning process and its implementation solutions has been repeated with a very high frequency. In the cooperative learning process, the actions of the teacher, and the actions of the students play a key role. Teachers can effectively implement this approach through familiarity with cooperative learning, classroom planning, classroom management, and measuring student performance, and preparation and familiarity with student teamwork can facilitate the implementation of this approach, also in the solutions section, the role of teachers and students as two important elements of the curriculum has been emphasized.

Keywords

• cooperative learning
• meta-synthesis
• primary schools
• process
• strategies

Main Subjects

• Curriculum Development