Collaborative working in primary school: perceived support and shared regulation

Detalhes bibliográficos
Autor(a) principal: Marques, Joana
Data de Publicação: 2019
Outros Autores: Oliveira, Sofia, Ferreira, Paula Costa, Veiga-Simão, Ana Margarida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/5287
Resumo: Shared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3rd and 4th grade. Results revealed that students identifi ed facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.
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spelling Collaborative working in primary school: perceived support and shared regulationTrabajo colaborativo en el 1º ciclo: soporte percibido y regulación compartidaTravail collaboratif dans l'école élémentaire: soutien perçu et régulation partagéeTrabalho colaborativo no 1º ciclo: suporte percebido e regulação partilhadalearninglearning strategygroup workproblem solvingacquisition de connaissancesstratégie d'apprentissagetravail par equiperésolution de problémeaprendizagemestratégia da aprendizagemtrabalho de gruporesolução de problemasEducaçãoShared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3rd and 4th grade. Results revealed that students identifi ed facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.La regulación compartida es un elemento esencial en el aprendizaje colaborativo y los trabajos de grupo representan buenas oportunidades para que el individuo pueda desarrollar competencias autorregulatorias através de interacciones con los demás. El presente estudio buscó comprender de qué forma los alumnos perciben la regulación compartida en trabajos de grupo y cómo se apoyan como equipo en la regulación de las tareas y en la resolución de problemas. Participaron del estudio 251 alumnos del 3º y 4º año del primer ciclo de la enseñanza básica. Los resultados mostraron que los alumnos identifi can facilitadores y no facilitadores en la regulación compartida de la tarea, teniendo el soporte del grupo un papel relevante como facilitador. Se discuten las implicaciones prácticas, así como las limitaciones del estudio.La régulation partagée est un élément essentiel de l’apprentissage collaboratif et le travailde groupe représente une bonne opportunité pour que l’individu puisse acquérir des compétences autorégulatrices par le biais d’interactions avec les autres. Cette étude a pour but de comprendre comment les élèves appréhendent la régulation partagée pendant le travail de groupe et comment ils s’entraident en tant qu’équipe dans la régulation des tâches et la résolution des problèmes. 251 élèves de la deuxième année du cours élémentaire et de la première année du cours moyen (CE2 et CM1) ont participé à l’étude. Les résultats ont montré que les élèves identifient des facilitateurs et des non-facilitateurs dans la règulation partagée des tâches, et que le soutien du groupe joue un rôle important comme facilitateur. Les implications pratiques aussi bien que les limitations de l’étude sont présentées.A regulação partilhada é um elemento essencial na aprendizagem colaborativa e os trabalhos de grupo representam boas oportunidades para que o indivíduo possa desenvolver competências autorregulatórias por meio de interações com os outros. O presente estudo procurou compreender de que forma os alunos percecionam a regulação partilhada em trabalhos de grupo e como se apoiam enquanto equipa na regulação das tarefas e na resolução de problemas. Participaram do estudo 251 alunos de 3º e 4º ano do 1º ciclo do ensino básico. Os resultados mostraram que os alunos identificam facilitadores e não facilitadores na regulação partilhada da tarefa, tendo o suporte do grupo um papel relevante como facilitador. Discutem-se implicações práticas assim como as limitações do estudo.Fundação Carlos Chagas2019-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5287Cadernos de Pesquisa; Vol. 49 No. 171: jan./mar.2019; 204-223Cadernos de Pesquisa; Vol. 49 Núm. 171: jan./mar.2019; 204-223Cadernos de Pesquisa; Vol. 49 No. 171: jan./mar.2019; 204-223Cadernos de Pesquisa; v. 49 n. 171: jan./mar.2019; 204-2231980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/5287/pdfCopyright (c) 2019 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMarques, JoanaOliveira, SofiaFerreira, Paula CostaVeiga-Simão, Ana Margarida2022-11-04T15:23:27Zoai:ojs.publicacoes.fcc.org.br:article/5287Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-11-04T15:23:27Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Collaborative working in primary school: perceived support and shared regulation
Trabajo colaborativo en el 1º ciclo: soporte percibido y regulación compartida
Travail collaboratif dans l'école élémentaire: soutien perçu et régulation partagée
Trabalho colaborativo no 1º ciclo: suporte percebido e regulação partilhada
title Collaborative working in primary school: perceived support and shared regulation
spellingShingle Collaborative working in primary school: perceived support and shared regulation
Marques, Joana
learning
learning strategy
group work
problem solving
acquisition de connaissances
stratégie d'apprentissage
travail par equipe
résolution de probléme
aprendizagem
estratégia da aprendizagem
trabalho de grupo
resolução de problemas
Educação
title_short Collaborative working in primary school: perceived support and shared regulation
title_full Collaborative working in primary school: perceived support and shared regulation
title_fullStr Collaborative working in primary school: perceived support and shared regulation
title_full_unstemmed Collaborative working in primary school: perceived support and shared regulation
title_sort Collaborative working in primary school: perceived support and shared regulation
author Marques, Joana
author_facet Marques, Joana
Oliveira, Sofia
Ferreira, Paula Costa
Veiga-Simão, Ana Margarida
author_role author
author2 Oliveira, Sofia
Ferreira, Paula Costa
Veiga-Simão, Ana Margarida
author2_role author
author
author
dc.contributor.author.fl_str_mv Marques, Joana
Oliveira, Sofia
Ferreira, Paula Costa
Veiga-Simão, Ana Margarida
dc.subject.por.fl_str_mv learning
learning strategy
group work
problem solving
acquisition de connaissances
stratégie d'apprentissage
travail par equipe
résolution de probléme
aprendizagem
estratégia da aprendizagem
trabalho de grupo
resolução de problemas
Educação
topic learning
learning strategy
group work
problem solving
acquisition de connaissances
stratégie d'apprentissage
travail par equipe
résolution de probléme
aprendizagem
estratégia da aprendizagem
trabalho de grupo
resolução de problemas
Educação
description Shared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3rd and 4th grade. Results revealed that students identifi ed facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5287
url https://publicacoes.fcc.org.br/cp/article/view/5287
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5287/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 49 No. 171: jan./mar.2019; 204-223
Cadernos de Pesquisa; Vol. 49 Núm. 171: jan./mar.2019; 204-223
Cadernos de Pesquisa; Vol. 49 No. 171: jan./mar.2019; 204-223
Cadernos de Pesquisa; v. 49 n. 171: jan./mar.2019; 204-223
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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