TY  - CONF
AU  - Pljakić, Goran D.
AU  - Tadić, Aleksandar S.
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5950
AB  - The progressive pedagogical and didactic concepts developed since the beginning of the 20th century were the basis on which the current conceptualizations of cooperative learning have been developed. This paper problematizes the recognition, i.e. lack of recognition, of the specifics of theoretical frameworks underlying the concept of cooperative learning relevant for the understanding and explanation of this phenomenon. The research aims to analyse the specificity of the theoretical frameworks on which the concept of cooperative learning is based. The research method chosen was that of theoretical analysis. Different viewpoints have been established among the leading theoreticians in this field regarding the knowledge about cooperative learning, which should be integrated into a comprehensive conceptual framework. The specifics of these theoretical conceptualizations of cooperativeness point to different contextual frameworks in which cooperative learning is viewed. In the concluding remarks, the social interdependence theory has been identified as the one that yielded the largest number of practical solutions in the process of implementing cooperative learning and relevant empirical research, which makes it the most fruitful theoretical conceptualization in this field.
AB  - Progresivne pedagoško-didaktičke koncepcije razvijane od početka 20. veka bile
su osnova na kojoj su se razvile aktuelne konceptualizacije kooperativnog učenja. U radu
se problematizuje priznavanje, odnosno nepriznavanje specifičnosti teorijskih okvira u
osnovi koncepta kooperativnog učenja relevantnih za razumevanje i objašnjenje ovog
fenomena. Cilj istraživanja je analiza specifičnosti teorijskih okvira na kojima se zasniva
koncept kooperativnog učenja. Odabrana metoda istraživanja bila je teorijska analiza.
Među vodećim teoretičarima u ovoj oblasti utvrđena su različita gledišta u pogledu znanja
o kooperativnom učenju, koje treba integrisati u sveobuhvatan konceptualni okvir. 
Specifičnosti ovih teorijskih konceptualizacija kooperativnosti ukazuju na različite
kontekstualne okvire u kojima se kooperativno učenje posmatra. U zaključnim
napomenama, teorija socijalne međuzavisnosti je identifikovana kao ona koja je dala
najveći broj praktičnih rešenja u procesu implementacije kooperativnog učenja i
relevantnih empirijskih istraživanja, što je čini najplodonosnijom teorijskom
konceptualizacijom u ovoj oblasti.
PB  - Novi Sad: Faculty of Philosophy, University of Novi Sad.
C3  - Pedagogy - Yesterday, Today, Tomorrow. Book of proceedings.
T1  - Specificity of theoretical conceptualisations of cooperative learning
T1  - Specifičnosti teorijskih konceptualizacija kooperativnog učenja
EP  - 300
SP  - 291
UR  - https://hdl.handle.net/21.15107/rcub_reff_5950
ER  - 

@conference{
author = "Pljakić, Goran D. and Tadić, Aleksandar S.",
year = "2023",
abstract = "The progressive pedagogical and didactic concepts developed since the beginning of the 20th century were the basis on which the current conceptualizations of cooperative learning have been developed. This paper problematizes the recognition, i.e. lack of recognition, of the specifics of theoretical frameworks underlying the concept of cooperative learning relevant for the understanding and explanation of this phenomenon. The research aims to analyse the specificity of the theoretical frameworks on which the concept of cooperative learning is based. The research method chosen was that of theoretical analysis. Different viewpoints have been established among the leading theoreticians in this field regarding the knowledge about cooperative learning, which should be integrated into a comprehensive conceptual framework. The specifics of these theoretical conceptualizations of cooperativeness point to different contextual frameworks in which cooperative learning is viewed. In the concluding remarks, the social interdependence theory has been identified as the one that yielded the largest number of practical solutions in the process of implementing cooperative learning and relevant empirical research, which makes it the most fruitful theoretical conceptualization in this field., Progresivne pedagoško-didaktičke koncepcije razvijane od početka 20. veka bile
su osnova na kojoj su se razvile aktuelne konceptualizacije kooperativnog učenja. U radu
se problematizuje priznavanje, odnosno nepriznavanje specifičnosti teorijskih okvira u
osnovi koncepta kooperativnog učenja relevantnih za razumevanje i objašnjenje ovog
fenomena. Cilj istraživanja je analiza specifičnosti teorijskih okvira na kojima se zasniva
koncept kooperativnog učenja. Odabrana metoda istraživanja bila je teorijska analiza.
Među vodećim teoretičarima u ovoj oblasti utvrđena su različita gledišta u pogledu znanja
o kooperativnom učenju, koje treba integrisati u sveobuhvatan konceptualni okvir. 
Specifičnosti ovih teorijskih konceptualizacija kooperativnosti ukazuju na različite
kontekstualne okvire u kojima se kooperativno učenje posmatra. U zaključnim
napomenama, teorija socijalne međuzavisnosti je identifikovana kao ona koja je dala
najveći broj praktičnih rešenja u procesu implementacije kooperativnog učenja i
relevantnih empirijskih istraživanja, što je čini najplodonosnijom teorijskom
konceptualizacijom u ovoj oblasti.",
publisher = "Novi Sad: Faculty of Philosophy, University of Novi Sad.",
journal = "Pedagogy - Yesterday, Today, Tomorrow. Book of proceedings.",
title = "Specificity of theoretical conceptualisations of cooperative learning, Specifičnosti teorijskih konceptualizacija kooperativnog učenja",
pages = "300-291",
url = "https://hdl.handle.net/21.15107/rcub_reff_5950"
}

Pljakić, G. D.,& Tadić, A. S.. (2023). Specificity of theoretical conceptualisations of cooperative learning. in Pedagogy - Yesterday, Today, Tomorrow. Book of proceedings.
Novi Sad: Faculty of Philosophy, University of Novi Sad.., 291-300.
https://hdl.handle.net/21.15107/rcub_reff_5950

Pljakić GD, Tadić AS. Specificity of theoretical conceptualisations of cooperative learning. in Pedagogy - Yesterday, Today, Tomorrow. Book of proceedings.. 2023;:291-300.
https://hdl.handle.net/21.15107/rcub_reff_5950 .

Pljakić, Goran D., Tadić, Aleksandar S., "Specificity of theoretical conceptualisations of cooperative learning" in Pedagogy - Yesterday, Today, Tomorrow. Book of proceedings. (2023):291-300,
https://hdl.handle.net/21.15107/rcub_reff_5950 .

TY  - CONF
AU  - Pljakić, Goran D.
AU  - Tadić, Aleksandar
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5235
AB  - The key question posed in the paper is: are the specifics of the theoretical perspectives that contribute to the understanding and explanation of this phenomenon recognized in the field of studies about cooperative teaching/learning? The research aims to analyze the specifics of the theoretical frameworks on which the concept of cooperative teaching/learning is based. The emphasis is on the analysis and interpretation of the theoretical viewpoints of leading theoreticians in this field. In accordance with the set problem and the aim of the research, the method of theoretical analysis was chosen. The aim of the study, which is multidisciplinary by its character, was achieved within the framework of draft fundamental pedagogical research. Based on the theoretical analysis, it was established that among the leading theoreticians in this field there are different viewpoints regarding the knowledge about cooperative teaching/learning, which should be integrated into a comprehensive conceptual framework. David and Roger Johnson (Johnson & Johnson, 2015) take four basic theoretical starting points for the conceptualization of cooperation in the teaching/learning process: behavioural-learning, cognitive-development, social-cognitive and social interdependence theories. Unlike the Johnsons, Robert Slavin (Slavin, 2011; 2014) and Van
Dat Tran (Tran, 2013) do not estimate the behaviorist-learning perspective as significant for such a conceptualization. They also state the argumentation for the necessity of taking into account the starting point of the cognitive elaboration perspective, and Slavin (Slavin, 1996) emphasizes the importance of the social cohesion perspective and theoretical points of view in which motivation is viewed as the most influential factor in the learning process (motivational perspective). The differences between the mentioned theoretical conceptualizations of cooperativeness do not point to their confrontation, but to different contextual frameworks in which cooperative teaching/learning is viewed. The Johnsons explain cooperativeness in an extensive educational context, while Slavin explains it through a more specific relationship between learning and achievement. With the exception of behavioural-learning perspectives, all the theoretical points of view are complementary when it comes to understanding the importance of reciprocity of interactions among students who achieve academic aims through the process of cooperative teaching/learning. In the concluding remarks, it is pointed out that the social interdependence theory has produced the largest number of practical solutions in the process of implementing cooperative teaching/learning and relevant empirical research, which makes it the most fruitful theoretical conceptualization in this field.
PB  - Faculty of Philosophy, University of Novi Sad
C3  - Pedagogy - Yesterday, Today, Tomorrow (Book of abstracts)
T1  - Specificity of theoretical conceptualisations of cooperative teaching/learning
EP  - 65
SP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_reff_5235
ER  - 

@conference{
author = "Pljakić, Goran D. and Tadić, Aleksandar",
year = "2023",
abstract = "The key question posed in the paper is: are the specifics of the theoretical perspectives that contribute to the understanding and explanation of this phenomenon recognized in the field of studies about cooperative teaching/learning? The research aims to analyze the specifics of the theoretical frameworks on which the concept of cooperative teaching/learning is based. The emphasis is on the analysis and interpretation of the theoretical viewpoints of leading theoreticians in this field. In accordance with the set problem and the aim of the research, the method of theoretical analysis was chosen. The aim of the study, which is multidisciplinary by its character, was achieved within the framework of draft fundamental pedagogical research. Based on the theoretical analysis, it was established that among the leading theoreticians in this field there are different viewpoints regarding the knowledge about cooperative teaching/learning, which should be integrated into a comprehensive conceptual framework. David and Roger Johnson (Johnson & Johnson, 2015) take four basic theoretical starting points for the conceptualization of cooperation in the teaching/learning process: behavioural-learning, cognitive-development, social-cognitive and social interdependence theories. Unlike the Johnsons, Robert Slavin (Slavin, 2011; 2014) and Van
Dat Tran (Tran, 2013) do not estimate the behaviorist-learning perspective as significant for such a conceptualization. They also state the argumentation for the necessity of taking into account the starting point of the cognitive elaboration perspective, and Slavin (Slavin, 1996) emphasizes the importance of the social cohesion perspective and theoretical points of view in which motivation is viewed as the most influential factor in the learning process (motivational perspective). The differences between the mentioned theoretical conceptualizations of cooperativeness do not point to their confrontation, but to different contextual frameworks in which cooperative teaching/learning is viewed. The Johnsons explain cooperativeness in an extensive educational context, while Slavin explains it through a more specific relationship between learning and achievement. With the exception of behavioural-learning perspectives, all the theoretical points of view are complementary when it comes to understanding the importance of reciprocity of interactions among students who achieve academic aims through the process of cooperative teaching/learning. In the concluding remarks, it is pointed out that the social interdependence theory has produced the largest number of practical solutions in the process of implementing cooperative teaching/learning and relevant empirical research, which makes it the most fruitful theoretical conceptualization in this field.",
publisher = "Faculty of Philosophy, University of Novi Sad",
journal = "Pedagogy - Yesterday, Today, Tomorrow (Book of abstracts)",
title = "Specificity of theoretical conceptualisations of cooperative teaching/learning",
pages = "65-64",
url = "https://hdl.handle.net/21.15107/rcub_reff_5235"
}

Pljakić, G. D.,& Tadić, A.. (2023). Specificity of theoretical conceptualisations of cooperative teaching/learning. in Pedagogy - Yesterday, Today, Tomorrow (Book of abstracts)
Faculty of Philosophy, University of Novi Sad., 64-65.
https://hdl.handle.net/21.15107/rcub_reff_5235

Pljakić GD, Tadić A. Specificity of theoretical conceptualisations of cooperative teaching/learning. in Pedagogy - Yesterday, Today, Tomorrow (Book of abstracts). 2023;:64-65.
https://hdl.handle.net/21.15107/rcub_reff_5235 .

Pljakić, Goran D., Tadić, Aleksandar, "Specificity of theoretical conceptualisations of cooperative teaching/learning" in Pedagogy - Yesterday, Today, Tomorrow (Book of abstracts) (2023):64-65,
https://hdl.handle.net/21.15107/rcub_reff_5235 .

TY  - JOUR
AU  - Pljakić, Goran D.
AU  - Tadić, Aleksandar
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3224
AB  - U pedagoškim i didaktičkim modelima rada obrazovnih ustanova progresivne orijentacije kao značajne oblike organizacije nastave afirmisani su oni koji podržavaju socijalne interakcije. Interakcija između učenika tokom rada u malim grupama vidi se kao značajan činilac na polju njihovog osposobljavanja za kvalitetno odlučivanje u procesu interaktivnog rada. U radu se istražuje da li je, prema percepciji nastavnika, uzrast učenika značajan prediktor kvaliteta donošenja odluka tokom rada u malim grupama. Uverenja 162 nastavnika o kvalitetu odluka koje učenici donose tokom rada u malim grupama ispitano je KDO-MG skalom. Pretpostavka o postojanju tendencije da sa rastom uzrasta učenika dolazi do porasta kvaliteta donošenja odluka proverena je jednostrukom linearnom regresionom analizom. Rezultati su potvrdili da se, prema proceni nastavnika, uzrast učenika može smatrati prediktorom kvaliteta donošenja odluka tokom rada u malim grupama. Reč je o relativno slaboj, ali stabilnoj predikciji. Nastavnici ne dovode u pitanje pozitivan efekat rada učenika u malim grupama, ali smatraju da je on blago determinisan uzrastom, tako da, što su učenici stariji, kod njih raste i kvalitet donošenja odluka tokom rada u malim grupama.
AB  - The forms of organization supporting social interaction are favored in the pedagogical and didactical models of work of educational institutions of progressive orientation. Interaction between students during work in small groups is viewed as a significant factor in enabling them for a quality decision-making in the process of interactive work. The paper investigates whether, from teachers' perspective, the age of students is a significant predictor of the quality of decision-making during work in small groups. The attitudes of 162 teachers towards the quality of decisions that students make while working in small groups were examined by using the KDO-MG scale. The assumption that there is a tendency for the quality of decision-making to increase with the progression of students' age was verified by using a single linear regression analysis. The results confirmed that, according to teachers, the age of students can be considered a predictor of the quality of decision-making during work in small groups. It is a relatively weak, but stable prediction. Teachers do not question the positive effect of students' work in small groups, but they believe that it is slightly determined by their age, so that the older the students are, the higher the quality of decision-making during work in small groups.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika
EP  - 11
IS  - 2
SP  - 1
VL  - 34
DO  - 10.5937/inovacije2102001P
ER  - 

@article{
author = "Pljakić, Goran D. and Tadić, Aleksandar",
year = "2021",
abstract = "U pedagoškim i didaktičkim modelima rada obrazovnih ustanova progresivne orijentacije kao značajne oblike organizacije nastave afirmisani su oni koji podržavaju socijalne interakcije. Interakcija između učenika tokom rada u malim grupama vidi se kao značajan činilac na polju njihovog osposobljavanja za kvalitetno odlučivanje u procesu interaktivnog rada. U radu se istražuje da li je, prema percepciji nastavnika, uzrast učenika značajan prediktor kvaliteta donošenja odluka tokom rada u malim grupama. Uverenja 162 nastavnika o kvalitetu odluka koje učenici donose tokom rada u malim grupama ispitano je KDO-MG skalom. Pretpostavka o postojanju tendencije da sa rastom uzrasta učenika dolazi do porasta kvaliteta donošenja odluka proverena je jednostrukom linearnom regresionom analizom. Rezultati su potvrdili da se, prema proceni nastavnika, uzrast učenika može smatrati prediktorom kvaliteta donošenja odluka tokom rada u malim grupama. Reč je o relativno slaboj, ali stabilnoj predikciji. Nastavnici ne dovode u pitanje pozitivan efekat rada učenika u malim grupama, ali smatraju da je on blago determinisan uzrastom, tako da, što su učenici stariji, kod njih raste i kvalitet donošenja odluka tokom rada u malim grupama., The forms of organization supporting social interaction are favored in the pedagogical and didactical models of work of educational institutions of progressive orientation. Interaction between students during work in small groups is viewed as a significant factor in enabling them for a quality decision-making in the process of interactive work. The paper investigates whether, from teachers' perspective, the age of students is a significant predictor of the quality of decision-making during work in small groups. The attitudes of 162 teachers towards the quality of decisions that students make while working in small groups were examined by using the KDO-MG scale. The assumption that there is a tendency for the quality of decision-making to increase with the progression of students' age was verified by using a single linear regression analysis. The results confirmed that, according to teachers, the age of students can be considered a predictor of the quality of decision-making during work in small groups. It is a relatively weak, but stable prediction. Teachers do not question the positive effect of students' work in small groups, but they believe that it is slightly determined by their age, so that the older the students are, the higher the quality of decision-making during work in small groups.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika",
pages = "11-1",
number = "2",
volume = "34",
doi = "10.5937/inovacije2102001P"
}

Pljakić, G. D.,& Tadić, A.. (2021). Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 34(2), 1-11.
https://doi.org/10.5937/inovacije2102001P

Pljakić GD, Tadić A. Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika. in Inovacije u nastavi. 2021;34(2):1-11.
doi:10.5937/inovacije2102001P .

Pljakić, Goran D., Tadić, Aleksandar, "Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika" in Inovacije u nastavi, 34, no. 2 (2021):1-11,
https://doi.org/10.5937/inovacije2102001P . .