Use of the Jigsaw Technique in Laboratory and Discussion Classes

Abstract

A method for improving student performance in laboratory courses is described. Students work in small, interdependent groups in which each person contributes a unique piece of a research project. The technique is designed to encourage student cooperation during the research enterprise. Results indicate that students evaluate the approach favorably and that their academic performance improves. Some applications and potential problems of the technique are discussed.

Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes

“…An illustration of how to provide students with unique responsihilities in small-group activities was outlined by Carroll (1986). When teaching research design, the author ensured that students contributed complementary information to the group by having them select interdependent subtasks to complete.…”

Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms

“…Conflict is virtually inevitable when people work together (Bisno, 1988;Robbins, 1974). Naturally arising disagreements offer valuable opportunities to discuss values and apply conflict resolution skills (Carroll, 1986). The teacher can minimize the use of win-lose strategies by teaching conflict resolution skills and guiding practice prior to activities, and informing students that s/he is available to help with problem solving if they are unsuccessful.…”

The Bologna Process and Lifelong Education: Problem‐Based Learning

“…To promote the application of instrumental learning in subjects dealing with research methodology and experimental science and across various universities, scholars have resorted among others to jigsaw technique (Carroll, 1986); the use of core articles (Chamberlain, 1988), and research proposals (Addison, 1996). These techniques use a combination of lectures and work in small groups in order to achieve optimal performance.…”