Joaquín-Lorenzo Burguera
ABSTRACT
One topic that is of great concern to secondary school teachers is the classroom climate and conflicting situations and behaviors that can affect the normal development of training actions. This exploratory work focuses on the study of the situation in a secondary school in the Principality of Asturias in order to design methodological strategies focused on collaborative learning to deal with conflict situations in the classroom. Based on an in-depth review of the official documents of the center, different information collection strategies have been used in order to identify conflicts in the different classrooms and courses of the compulsory secondary education stage. For this purpose, the CUVE3-ESO questionnaire has been used as a reference tool that provides a factorial structure that has been analyzed in the environment of the center in which this work is centered. Limitations of the sample size of students performing secondary education at that center have prevented corroborating the factorial structure of the questionnaire. Therefore, based on this factor structure, we have proceeded to compare the mean scores obtained from the students' perceptions about violent behavior in the classroom. These scores have been compared between the 1st and 2nd grades of ESO and among the different groups that compose each course. Among the results achieved, it should be noted that the violence perceived in group D (diversification group) in 1st CSE year is higher than in the other groups, corroborating the information detected by other instruments. This raises the need to design collaborative strategies to reduce or eliminate violent behavior in the context of secondary education classrooms.
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Index Terms
- Study on coexistance and conflicts in students of Secondary Education in a center of Asturias (Spain)
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