Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL)

Takeda, Kayoko; Takahashi, Kiyoshi; Masukawa, Hiroyuki; Shimamori, Yoshimitsu

doi:10.1248/yakushi.16-00224-2

Cited by 10 publications

(8 citation statements)

References 6 publications

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“…Previous studies and large-scale meta-analysis suggest that when students work together in a CL environment, they accomplish shared learning goals compared to TL [46,57,58]. When students are assigned group work that includes problem-solving, they are expected to work together and discuss them as a group [59]. CL offers a wide range of benefits to students when implemented in a class, such as leadership, decision-making, communication, teamwork, and conflict management skills [60].…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Literature Reviewmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…Other authors reports that a PBL experience at higher education provides motivation and prepares student for real practices [90]. Improved students attitudes toward learning and a deeper understanding of the subject content have been also reported [93].…”

Section: Discussionmentioning

confidence: 96%

Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

Ma¹,

Sánchez-Martín²,

Cañada-Cañada³

et al. 2021

Preprint

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The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

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“…Teachers of students in the experimental group taught their students about PBL-JD (Lee et al, 2015;Hadkaew et al, 2008;Takeda et al, 2017). Next, a short frontal lesson was given, followed by a relevant didactic game for each lesson.…”

Section: Description Of the Research Proceduresmentioning

confidence: 99%

The Educational Effectiveness of Didactical Games in Project-based Science Learning among 5th Grade Students

Hugerat

Kortam

Maroun

et al. 2020

EURASIA J Math Sci Tech Ed

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The purpose of this study was to examine how the use of didactic games in teaching science affects the learning environment, achievement, and motivation among primary school students. The research population consisted of 188 5 th grade students from two primary schools. This group was divided into an experimental group and a control group. The research tools consisted of two questionnaires: one to determine the motivation to study science, and the other to determine the learning environment. Moreover, a pre-test in science was administered before the intervention and a post-test was administered afterwards. In addition, 20 pupils were interviewed. It was found that the use of didactic games in teaching significantly increases student motivation to learn science and that it has a positive effect on all the components of the "learning environment", as perceived by the students. In classes in which didactic games were used, the classroom atmosphere improved more than in classes where such games were not used.

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Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL)

Cited by 10 publications

References 6 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

The Educational Effectiveness of Didactical Games in Project-based Science Learning among 5th Grade Students

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