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Motivational Change Realized by Cooperative Learning Applied in Thermodynamics

机译:协同学习在热力学中实现的动机变化

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A teacher of a secondary school explained to two groups of 14 and 15-year-old students the thermodynamic correspondent to the curriculum of physics and chemistry. This is an obligatory subject for all the students. They followed two different methods: one group followed the traditional methodology and other one the strategy of the cooperative learning. The material was facilitated to him to give the classes. This experience lasted two months. We used two motivational tests: a pretest and a posttest, to see the effect of the methodologies in the students. The group that followed cooperative learning increased very much his interest for the physics, and the other group did not change, even decreased it.
机译:一位中学的老师向两组14岁和15岁的学生讲解了与物理和化学课程相对应的热力学。这是所有学生的必修课。他们遵循两种不同的方法:一组遵循传统方法,另一组遵循合作学习策略。资料被协助他上课。这段经历持续了两个月。我们使用了两种动机测试:前测和后测,以查看方法论对学生的影响。跟随合作学习的小组极大地提高了他对物理学的兴趣,而另一小组没有改变,甚至减少了。

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