Prosociality, learning and inclusive practices: the role of Cooperative Learning at the secondary school level

Abstract

It is clear from recent reports and research that the Italian school system is
impeded by weaknesses and inefficiencies, which necessitate a rethinking
of frameworks and methodologies, used in the processes of teaching and
learning. A new system should be introduced that considers the learning
process not only with a theoretical perspective that views the classroom as
a field of transmission of knowledge between the teacher and the student,
but also as a place of co-construction and exchange of knowledge.
There are three main principles upon which the re-evaluation of the current
system should be based: prosociality, appreciation of individual differences
and inclusion. Based on these principles, a research action which aims to
analyze the effects arising from the adoption of a teaching method guided
by the principles of cooperative learning at the secondary school that compared
to other education degrees, is most crossed by difficulties and structural
problems should be undertaken.