התנהגות לימודית-חברתית של תלמידים במהלך למידתם בכיתה פעלתנית ומסורתית בעיר ובקיבוץ

Academic on task behaviors, student-student interaction and specially — cooperation and help — defined as prosocial behaviors — were observed among 65 3rd grade children in two types of instructional structure, Active Classroom (AC) and Traditional Classroom (TC) within a kibbutz school and a city school. The active classroom is an Israeli adoption of the open-education movement in its English version. Many elementary schools in Israel follow the active classroom instruction method, which includes cooperative learning, learning centers and self-paced programs. The hypothesis was that kibbutz children will in general exhibit more interaction and prosocial behaviors in their regular academic behaviors due to the ideological transmission of cooperative norms in The communal kibbutz society. Also it was hypothesized that the highest amount of pupil interactions and prosocial behaviors will be found in the Active Classroom, where classroom is structured to inhance classmates opportunity to interact. Results supported the hypothesis. When the same pupils were observed in the two instructional methods, kibbutz children in the AC organization exhibited the highest frequency of interaction behavior including cooperation. The city children in the traditional classroom showed the least of interaction and prosocial behaviors in their academic activities in the classroom. The findings clarify the importance of ideology transmission as a source of promoting prosocial behavior, but indicated that only specific instructional practices facilitate interaction and prosocial behavior among class mates.