Social Skills through Cooperative Learning

Cooperative Learning
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Introduction
Cooperative learning has been used effectively to enhance physical education in schools across the world. This has led to numerous studies in the field of cooperative teaching and its role in enhancing physical education and the development of social helping behavior. Physical education has for a long time been regarded as a core goal in the promotion of a holistic student through development of a student’s personality and social- ethical goals. Physical education refers to education in movement, through movement, and about movement. Social education on the other hand, aims to teach social cooperation and ability to understand one’s self and one another among other social cooperation aspects. The main goal of social education is to produce social or pro-social behaviors such as altruism, empathy among others. Pro- social education is formed by creating a condition of responsibility not just for one’s physical self, feelings, attitudes, opinion and values but also for the needs and feelings of others. It takes part in activities that require interactions between individuals mostly in physical activities and sports.
The main ideal of pro- social behavior is the desire by the participants to be socially accepted and liked by his/ her peers. The three articles reviewed in this paper discusses, presents and elaborates on the facts and issues in the field of cooperative learning as an enhancer of social skills. The purpose of the paper is to analyze how cooperative study helps to develop holistic personalities through development of social students. The paper will analyze the following papers; the use of cooperative learning as a social enhancer in physical education, developing understanding and social skills through cooperative learning and social skilling through cooperative learning (Huseâ&Postlethwaite, 1985).
Paradigms and designs
Research paradigms refers to the ways in which scientific research or information is organized so that the fundamental, abstract and relationships can be understood clearly. However, punch (2009) argues that research should not be driven by the paradigms. The idea of paradigm directs attention to science as having recognized patterns of commitments, questions, methods, and procedures that underlie and give direction to scientific work. We can distinguish the underlying assumptions of a paradigm by viewing its discourse as having different layers of abstractions. The layers exist simultaneously and are superimposed upon one another. The concept of paradigm provides a way to consider the divergence in vision, custom, and tradition. It enables us to consider science as having different sets of assumptions, commitments, procedures and theories of social affairs. A paradigm determines the criteria according to which one selects and defines problems for inquiry and how one approaches them theoretically and methodologically. ...