¿El aprendizaje cooperativo promueve la inclusión? Revisión sistemática

  1. Solís García, Patricia 1
  2. Gallego-Jiménez, María Gloria 1
  3. Real Castelao, Sara 2
  1. 1 Universidad Internacional de la Rioja, España.
  2. 2 Universidad Nacional de Educación a Distancia. Centro Ponferrada, España.
Revista:
Páginas de educación

ISSN: 1688-5287,  1688-7468

Año de publicación: 2022

Título del ejemplar: Páginas de Educación

Volumen: 15

Número: 2

Páginas: 1-21

Tipo: Artículo

DOI: 10.22235/PE.V15I2.2803 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Páginas de educación

Objetivos de desarrollo sostenible

Resumen

Cooperative learning is a teaching methodology with great acceptance today. The main objective of this systematic review is to provide data on the published scientific evidence on how cooperative learning facilitates the inclusion of students with educational needs. A systematic search is proposed following the PRISMA method. The volume and type of publications, the thematic areas of study, the methodology and the type of sample used are exposed. It is concluded that given the shortage of publications that address the inclusion of students with educational needs, which includes these groups in the samples, it is necessary to develop lines of research that demonstrate that this methodology stimulates inclusion in attention to diversity in the classroom, as evidence of application and not only as a premise of theoretical departure.

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Fuente de los datos: Dialnet