The What, Why, and How of Group Learning in Sexuality Education

Autor/in	Koch, Patricia Barthalow
Titel	The What, Why, and How of Group Learning in Sexuality Education
Quelle	In: American Journal of Sexuality Education, 2 (2007) 2, S.51-71 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
Schlagwörter	Evaluation Research; Professional Training; Sex Education; Cooperative Learning; Sexuality; Instructional Effectiveness; Groups; Teaching Methods; Models; Leadership; Group Dynamics; Outcomes of Education + Suchen Sie Ihr Suchwort? Evaluationsforschung; Berufliche Fachbildung; Berufliche Fortbildung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Kooperatives Lernen; Sexualität; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Führung; Führungsposition; Gruppendynamik; Lernleistung; Schulerfolg
Abstract	GThe purpose of this article is to better inform educators about the what, why, and how of group learning so that they can more confidently and effectively use it to teach about sexuality. The article begins by presenting the "what" of group learning with definitions and descriptions of various methodologies, specifically cooperative and collaborative learning. Theoretical perspectives that support group learning (the "why") are discussed, including the developmental perspective of cooperation, controversy theory, theories of extrinsic and intrinsic motivation, and social cohesion theory. Implementation guidelines and best practice examples are then given (the "how" of implementation). A five-stage model of group process is presented, ground rules are discussed, tools for facilitating group work are provided, common group member roles are identified, and characteristics of effective group leadership are noted. Research regarding the effectiveness of group learning is reviewed (the "how" effective). Many positive cognitive, affective, and behavioral outcomes from using group learning in various disciplines have been documented. However, such evaluative research in sexuality education is almost nonexistent. The article concludes with a call for more sophisticated evaluative research to study specified and diverse cognitive, affective, and behavioral outcomes resulting from applying group learning to sexuality education. The need for professional training for sexuality educators in these methods is also underscored. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10