Cooperative (Kubaşık) Learning

Cooperative (cooperative) learning is a learning model based on sharing and solidarity, in which individuals work together in small heterogeneous groups through mutual interaction to support both their own learning and that of their peers. This approach aims not only to enhance academic outcomes but also to develop social skills, a sense of responsibility, and communication abilities. Cooperative learning aligns with constructivist educational philosophy by positioning students as active individuals who construct, discuss, and make sense of knowledge. Students are held directly accountable for each other’s learning; in this regard, cooperative learning is consistent with contemporary theories that support active learning.

Historical and Theoretical Foundations

The theoretical origins of cooperative learning are rooted in the learning theories developed by thinkers such as Jean Piaget, Lev Vygotsky, John Dewey, and Kurt Lewin, who emphasized social interaction, experience, construction, and environmental influences. Piaget argues that individuals engage in social interaction to resolve cognitive disequilibrium. Vygotsky asserts that individuals can reach cognitive levels beyond their independent capabilities through the guidance of more competent peers, that is, via social interaction. This perspective is concretized in Vygotsky’s “Zone of Proximal Development (ZPD)” theory and forms one of the foundational principles of cooperative learning.

The Social Interdependence Theory, developed by Morton Deutsch in the 1940s, emphasizes mutual dependence in the process of learning together. This approach was systematically transformed into an educational model from the 1970s onward by the Johnson brothers. The social cohesion theory developed by Johnson and Johnson classifies interactions in the learning environment as positive (cooperative), negative (competitive), or neutral (individualistic), and argues that structures built on positive interdependence enhance learning.

Conceptual Framework and Definitions

In English literature, this model is referred to as “Cooperative Learning” and has been translated into Turkish as “işbirlikli öğrenme.” Gömleksiz (1993) also termed it “kubaşık öğrenme.” Although internationally it is also expressed as “reciprocal learning,” “peer learning,” and “team learning,” all these approaches converge on the fundamental principle that learning occurs through group interaction.

According to Açıkgöz (1992), cooperative learning is a process in which students, within small heterogeneous groups, contribute to both their own learning and that of their group members toward a shared goal. In this process, individual learning is based on mutual accountability among group members.

Core Features of Cooperative Learning

For cooperative learning to be effective, certain foundational elements must be in place:

Positive Interdependence: Group members are dependent on each other to achieve common goals. Success is achieved not through individual effort alone but through the collective effort of the group.

Individual Accountability: Each individual bears responsibility for both their own learning and the group’s success. Individual contributions must be measurable and assessable.

Face-to-Face Interaction: Students engage in direct communication during the learning process; information sharing, idea discussion, and meaning construction occur in person. This interaction supports both cognitive and social development.

Social Skill Development: Social skills such as empathy, communication, conflict resolution, active listening, and consensus building are integral parts of the learning process. These skills are explicitly taught and reinforced throughout the process.

Group Processing: Group members collectively evaluate the learning process, identify strengths and weaknesses, and develop strategies for improvement.

Equal Participation and Group Reward: Each individual’s effort contributes to group success. Group rewards are determined based on the cooperation demonstrated and the individual contributions made toward achieving the shared goal.

Implementation of Cooperative Learning

To implement cooperative learning effectively, the following stages must be observed:

• Formation of Heterogeneous Groups: Groups formed according to differences in academic achievement, gender, and social skill diversity enrich interaction.
• Role Assignment: Assigning roles such as material manager, group spokesperson, and timekeeper ensures active participation by every individual.
• Process-Oriented Teaching: The teacher functions not as a transmitter of knowledge but as a facilitator guiding group interactions.
• Feedback and Reward: Group success is rewarded; contributions during the process are monitored and evaluated.

Applications by Educational Level

The cooperative learning model is adaptable across all age levels and disciplines:

• Preschool: Enhances social interaction and develops linguistic and numerical skills. Activities centered on active listening and sharing are common.
• Primary School: Techniques such as “pair check” improve reading comprehension and academic achievement.
• Secondary and Higher Education: Research, presentation, and problem-solving activities foster critical thinking, analysis, and synthesis skills.

The Teacher’s Role

The teacher acts as a facilitator guiding group structure, process monitoring, and social skill development. The teacher assumes a guiding role in every stage, from planning activities to organizing group communication, and manages the assessment process.

Comparison with Traditional Methods

^{Comparison of Cooperative Learning and Traditional Methods}

Effects of Cooperative Learning

Various studies have demonstrated that cooperative learning enhances both academic achievement and students’ interest in the subject. In particular, applications in Turkish language instruction have shown positive increases in student participation, satisfaction from working in groups, and the durability of learning. Additionally, strengthened peer relationships, discussion of diverse perspectives, and the development of creative thinking have been observed.

Cooperative Learning Techniques

Cooperative learning can be implemented through various techniques. Some of these include:

• Learning Together: Tasks are divided among group members toward a common goal; the teacher acts as a guide.
• Team-Game-Tournament: A reward-based structure combining individual and group competition.
• Group Research: Students research, analyze, and present specific topics.
• Inner-Outer Circles: Students engage in face-to-face discussions to exchange ideas.
• Stations: Students move to different areas representing varying viewpoints to engage in debate.
• Shape Up: A group activity that physically embodies mathematical concepts.
• Pair Check: Students alternate roles as practitioner and checker.