Jigsaw Cooperative Learning Improves Biology Lab Courses

Colosi, Joseph C.; Zales, Charlotte Rappe

doi:10.2307/1313137

Cited by 52 publications

(38 citation statements)

References 2 publications

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“…The results of the studies in the field of science education have proved that Jigsaw method provides a higher performance than traditional methods on students' both the theoretical and experimental learning. The results of this study are in line with the literature [20,22,24]. The results of this study regarding the significant effects of Jigsaw method based on cooperative learning on increasing the students' achievements in physics stem from enhancing the cooperative learning efforts of each student by making them responsible for teaching the material to the group members.…”

Section: Discussionsupporting

confidence: 89%

“…The laboratory method, which is based on the students' active participation in the process of the analysis of the actual events and data collection, provides opportunities for students to understand the core and method of science, to develop problem-solving abilities, to investigate and make generalizations, to gain scientific knowledge and to develop positive attitudes [22][23][24]. An important part of science education is to test the theories and hypotheses in laboratory practices.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

Karaçöp¹

2017

ujer

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The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science teachers (6th term) who attended science teaching laboratory practices course in the 2014-2015 academic year. In the research, science teaching laboratory practices course was carried out in accordance with a Jigsaw method based on cooperative learning in an experimental group and a confirmatory laboratory method in a control group. Following the treatment, Science Laboratory Physic Achievement Test (SLPAT) was administered as the post-test. The data obtained with the instruments were evaluated using descriptive statistics, independent samples t-test, and ANCOVA. The results indicated that the student teachers had higher levels of achievement in physics topics which were taught through the Jigsaw method based on cooperative learning than through a confirmatory laboratory method. In addition, according to the SLPAT results, students' high levels of misunderstanding revealed that there were problems in the teaching process of physics concepts. It was determined that the student teachers in the research groups had conceptual misunderstandings about sound, electricity, magnetism, light and optics issues. Based on the applications performed in this study, the original Jigsaw was adapted to science laboratory applications as an alternative to the existing Jigsaw techniques in the literature. With similar efforts, the experiences of prospective science teachers can be enhanced for implementing modern teaching methods in their respective areas in the pre-service period. Thus, the provision of professional development of the pre-service science teachers can be supported.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

Karaçöp¹

2017

ujer

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“…While in the jigsaw groups, the students discuss their particular material to ensure that they understand it. Students then return to their home groups, where they teach their material to the rest of their group [25,26].…”

Section: Jigsaw Techniquementioning

confidence: 99%

The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

Aydın¹,

Biyikli²

2017

ujer

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This research aims to compare the effects ofJigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science education at a state university in Turkey during 2012-2013 academic year. The randomly selected class 1-A consisting of 32 students was assigned as the experiment group (jigsaw group) and the class 1-B consisting of 31 students was assigned as the control group for the study. The Material Recognition and Usage Skills Test (MRUST), Laboratory Skills Evaluation Test (LSET) and Jigsaw Opinion Scale (JOS) were applied. The results were analyzed by SPSS and frequencies were calculated and independent sample t-test was performed. When the analyses of the study were evaluated, it was concluded from the comparison of the experiment group, to which jigsaw technique was applied, and the control group, where traditional learning method was used, that the laboratory skills of the experiment group developed more than that of the control group. Moreover, according to the results of the opinion scale only applied to jigsaw group at the end of the study, it was found that the jigsaw technique created a more effective learning environment in laboratory practices.

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“…Numerous instructors have suggested that both active learning (1,5,8,9,15,17,19,21) and recognition of learning styles (3,10) can be applied to biology courses, but little data has been available to support the effects of active learning on the part of the students. As an instructor of both medical and nursing students and students seeking admission to nursing and allied health programs, it became apparent to me that students studying microbiology did not all approach the material in the same manner.…”

mentioning

confidence: 99%

Successful Application of Active Learning Techniques to Introductory Microbiology

Hoffman¹

2001

JME

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While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format.

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Jigsaw Cooperative Learning Improves Biology Lab Courses

Cited by 52 publications

References 2 publications

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

Successful Application of Active Learning Techniques to Introductory Microbiology

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