BACKGROUND Cooperative learning and Project-Based Learning are methodologies that can promote learning environments and improve learning, school achievement, and social and emotional competencies. METHOD A mixed combination of these two methodologies called Cooperative Project-Based Learning was designed, and a quasi-experimental evaluation study with a pre-test and a post-test was conducted with a sample of 156 students from Primary Education. Literacy competence and social and emotional competencies, including empathy, were analyzed and compared between experimental and control groups. RESULTS The intervention effectively increased scores on literacy competence, social and emotional competencies, and empathy in the experimental group, significantly more than in the control group. The girls in the experimental group exhibited greater improvement than the controls in literacy competence, social and emotional competencies and empathy. However, the boys in the experimental group were only different from the boys in the control group in literacy competence, but not in the other two variables. CONCLUSIONS These results have implications for school practice and curriculum planning in Primary Education. New lines of future research are also being opened based on the impact of Cooperative Project-Based Learning on other key competencies and on the prevention of antisocial behaviors.

中文翻译：

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通过基于项目的合作学习提高小学教育的识字能力以及社会和情感能力。

背景技术合作学习和基于项目的学习是可以促进学习环境和改善学习、学校成就以及社交和情感能力的方法。方法 设计了这两种方法的混合组合，称为基于项目的合作学习，并对 156 名小学教育学生的样本进行了前测和后测的准实验评估研究。在实验组和对照组之间分析和比较了读写能力和社会和情感能力，包括同理心。结果干预有效地提高了实验组的读写能力、社交和情感能力以及同理心的得分，显着高于对照组。实验组的女孩在识字能力、社交和情感能力以及同理心方面表现出比对照组更大的进步。然而，实验组男生与对照组男生仅在识字能力上有差异，而在其他两个变量上没有差异。结论 这些结果对小学教育的学校实践和课程规划有影响。基于合作项目学习对其他关键能力和预防反社会行为的影响，未来研究的新方向也正在开辟。结论 这些结果对小学教育的学校实践和课程规划有影响。基于合作项目学习对其他关键能力和预防反社会行为的影响，未来研究的新方向也正在开辟。结论 这些结果对小学教育的学校实践和课程规划有影响。基于合作项目学习对其他关键能力和预防反社会行为的影响，未来研究的新方向也正在开辟。