The use of cooperative learning in primary social studies with emphasis on primary history

Abstract

Primary history is one of the components of social studies in the primary syllabus. This dissertation explored the use of cooperative learning particularly in primary history. A case study was conducted with nine-year old children attending a local primary state school. This study involved children working in groups using pictures as sources and showed that cooperative learning is effective, for it produces learning situations where children talk as well as exchange ideas. This dissertation also explored the use of pictures as historical sources in conjunction with cooperative learning. The case study provided a practical approach on how cooperative learning in primary history can be done. The researcher used an adapted version of the jigsaw approach based on other research findings. Each cooperative group worked on a subtopic of the main topic: Mdina which was chosen from the historical component of the year five primary school syllabus. With this dissertation the researcher wanted to show the benefits of using such a teaching and learning approach in primary history. Suggestions in the form of handouts are provided at the end based on the analysis of the same case study.