Article

The Jigsaw Classroom

Authors:
To read the full-text of this research, you can request a copy directly from the author.

Abstract

Describes the "jigsaw technique," an alternative to conventional classroom teaching methods. Rather than grouping a whole class around a teacher, the students are taught to work in smaller interdependent groups; each child is given a part of a topic to be studied, and when finished, the students fit their pieces of the subject area together to form a complete "jigsaw" picture. Examples of the use of the method, suggested projects, and research findings are included. (40 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... • Η στρατηγική δημιουργικότητας SCAMPER για την επίλυση προβλήματος (Eberle, 1971). • Η στρατηγική συνεργασίας Jigsaw (Aronson, 1978). ...
... Η συνεργασία και η επικοινωνία θεωρούνται βασικές ικανότητες, οι οποίες πρέπει να καλλιεργούνται στην εκπαίδευση για τον 21 ο αιώνα. Για να επιτευχθεί αυτό θα πρέπει κατά το σχεδιασμό της μάθησης να ληφθούν υπόψη συνεργατικές στρατηγικές, όπως η γνωστή Jigsaw (Aronson, 1978). ...
... Εικόνα 5. Συνεργατική στρατηγική Jigsaw (Aronson, 1978) Η στρατηγική Jigsaw είναι μια συνεργατική στρατηγική διδασκαλίας που δίνει τη δυνατότητα σε κάθε εκπαιδευόμενο να αναλάβει την ευθύνη για ένα κομμάτι του περιεχομένου και στη συνέχεια να το διδάξει στα άλλα μέλη της ομάδας. Όπως τα κομμάτια ενός παζλ, οι μαθητές ταιριάζουν με τα μεμονωμένα κομμάτια τους για να σχηματίσουν μια συλλογική κατανόηση. ...
Presentation
Full-text available
It is an educational augmented board escape game, that was designed and developed by students for students to learn how to protect their privacy/ personal data on Web! Game Description: The game (https://learning-paths.wixsite.com/escwebgame) is based on the educational scenario of a project-based learning workshop, in which high school students were trained to produce it as a deliverable. According to it, a group of teenagers (at most six of nine classmates and friends) find themselves trapped in the attic of an abandoned house without knowing the cause. All the interior doors of the house are locked, as is of course the front door. The windows are hermetically sealed and cannot be tampered with in any way. Teenagers do not have mobile phones with them, and of course no opportunity for communication and help from the outside world. They are trapped like little insects in the cobwebs like the ones that hang on the walls of the house! Do they wonder who trapped them and what their intentions are, as well as how they found them through tracking their digital footprint... Is someone from the group of teenagers the "culprit"? What did he/she do wrong with his/her privacy? As evidence is collected and exchanged, as well as pieces of the exit key scattered throughout the house, answers will be revealed. As the teens progress, they find a box of matches that will enable them to solve simple math puzzles, thus unlocking the inner doors. Providing answers to questions about personal data protection and GDPR will help them get to the front door as quickly as possible. Using the exit key crafted out of its pieces, they are able to unlock the exit door and reveal the "culprit". There is a story waiting to be read, and maybe it hides a huge surprise! Learning outcomes: - Answer multiple-choice questions regarding the security of Personal Data on Web, accurately. - Understand and apply game rules. - Apply inductive/deductive reasoning to simple math problems. - Manage time effectively. - Compose possible solutions by collecting evidence. - Communicate and cooperate effectively by fulfilling roles in groups. - Interact effectively with other groups. - Encourage digital literacy learning. - Protect and secure personal data on web. This game was developed - as a project deliverable - by high school students who had been trained in internet safety through an online workshop. A smart learning framework (D-EER4SmL) for designing and developing Digital Educational Escape Rooms (DEERs) was used primarily in the workshop, based on John Keller's 10-step model of motivational design. The learning design leveraged smart pedagogies based on project-based learning, problem solving, collaboration, and creativity strategies to enhance students’ relative competencies (4Cs). The game is an important empirical evidence of the expected learning outcomes of the on-line workshop, which are aligned with the new curricula implemented in high schools in Greece during the current school year. It aims to improve students' digital literacy, ensuring digital well-being (UNESCO SDG3). In particular, through playing an escape game - a case study, students learn how to protect their personal data and comply with GDPR. The game is an essential element in validating the under-study D-EER4SmL framework for developing DEERs e-courses, as well. https://youtu.be/4En5WQ4Aoa4
... We sought to form a macro participant structure that could enable students to learn with and from one another in ways that reflected the distribution of expertise in authentic engineering work, where collaborating professionals might have overlapping but not identical knowledge. We drew inspiration from the jigsaw classroom (Aronson, 1978), in which students first build up knowledge in a particular topic, and then bring that knowledge to their team to solve a problem. This approach promotes positive interdependence-the belief that one's success depends on their collaborators' success-by placing students in specific roles and dividing the task and resources needed amongst students (Felder et al., 2000;Johnson & Johnson, 2009). ...
... Despite students making references to on-the-fly searches to fill these knowledge gaps, we did not observe Supporting Agency over Framing Authentic Design Problems Svihla et al. & 7). The offloaded task structure, especially when observed with the shared task negotiation structure, may be common in many PBL group activities, including jigsaw (Aronson, 1978), when students anticipate their role to be problem solvers facing well-structured problems. The attributional framing micro participant structure, in common with the offloaded task structure, provides opportunities for students to learn on their own and from their peers as they share information from their individual research. ...
... covertly sabotage opportunities for engaged learning within ill-structured problem framing. We argue that PBL and PjBL classrooms might treat difference as endemic and even normative, and that instructors can instigate expectations of difference via classical jigsaw approaches (Aronson, 1978) or by forming multidisciplinary teams (Imafuku et al., 2014). In this way, differences can become resources in ill-structured problem work that students can exercise their Supporting Agency over Framing Authentic Design Problems Svihla et al. ...
Article
Full-text available
While project-based learning purportedly values student agency, supporting and managing agency remains challenging. We conducted a design-based research study to explore ways problem authenticity and task and participant structures can contribute to students' framing agency, in which students make decisions that are consequential to their learning through ill-structured problem framing. We compared three semesters of an undergraduate engineering design project (cohort 1 n=70; cohort 2 n=70; cohort 3 n=66), using discourse analysis to investigate how task and participant structures supported participation. Students in the first and third cohorts displayed framing agency, while those in the second used their agency to treat the task as well-structured. We discuss implications for designing ill-structured learning in terms of participant and task structure and problem authenticity.
... Learning together and alone by Johnson & Johnson 1970s Social interdependence theory, face-to-face promotive interaction, teamwork skills, assigned roles and group processing (see Johnson & Johnson, 2021) Small-group processes and organisation development by Schmuck 1970s Concepts from group dynamics and group development, such as communication, friendships, cohesiveness, shared norms, leadership and conflict; also applied in conjunction with organisation development (see Arends, Davidson, & Schmuck 2021) Small-group CL in mathematics and beyond by Davidson 1970s Discovery learning, challenging tasks, groups working together at the blackboard or whiteboard, guidelines for cooperation and higher-order thinking skills (see Davidson, 2021) Group investigation by Sharan & Sharan 1970s Research groups plan and conduct their investigations and then present their findings to the entire class (see Sharan & Sharan, 2021) Jigsaw classroom by Aronson 1970s Sociological emphasis on equity, task division into several parts, expert groups for learning the parts and home groups for presenting the parts (see Aronson, 1978Aronson, , 2021 Complex Instruction by Cohen and Lotan 1980s Sociological emphasis on equity, assigned roles, multiple-ability tasks and status interventions (see Lotan & Holthuis, 2021) Student team learning and success for all by Slavin & Madden 1970s Group goals and rewards through bonus points or team recognition and individual accountability, such as the methods of STAD, TGT and CIRC, included in the programme Success for All, a whole-school reform model for disadvantaged schools (see Slavin & Madden, 2021) The structural approach by Kagan 1980s Cooperative structures, class building and team building, based on PIES principles, including equal participation and simultaneous interaction (see Kagan, 2021) ...
... In the making of the workshop, I used the five elements of CL as a framework to structure the learning activities, and I was specifically inspired by Johnson and Johnson's 'Learning together model'. In addition, I made use of different CL structures (KAGAn & stenlev, 2006) and jigsaw puzzles (Aronson, 1978). The workshop was held at a conference centre for three days, which enabled the teachers to concentrate solely on CL. ...
... Thereafter, all teachers-whether they received an intervention or not-worked with their respective classes for 3-6 weeks on the same mathematics-related CL assignment. The assignment was inspired by the CL jigsaw strategy (Aronson, 1978) and included both individual and collaborative elements. In the assignment 'Our environment -A study that explains and justifies how you can improve life for us', the students were required to investigate the following areas: (1) travel to and from school; (2) recycling at home; (3) leftover food thrown in the school canteen; and (4) meat consumption. ...
Article
Full-text available
Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.
... In general, it is important to seed interdependency among group members (i.e., reliance on others to accomplish one's goals). This can be accomplished with a jigsaw structure (Aronson, 1978), by assigning discrete roles for students (Johnson and Johnson, 2009), introducing reward structures (e.g., friendly competition between groups; Webb, 1982;Slavin, 1996;Sober and Wilson, 1999), and ensuring that the task is too complex for any individual to complete alone (Saleh and Large, 2011;Sears and Reagin, 2013). Other factors related to the task, such as clearly defined and shared goals (Sniezek and Henry, 1989;Scribner et al., 2007;Van den Bossche et al., 2006), can increase the chances of group members moving in the same direction and reduces the potential to talk past one another. ...
... The context of our work has been a modified jigsaw activity within a large-enrollment course-based undergraduate research experience (CURE) in introductory cell biology and genetics. The strategy requires students to work together using a jigsaw structure (Aronson, 1978) to respond to three questions targeting key aspects of the CURE near the conclusion of each lab session. The questions are examined during three phases of the task. ...
... These phases were designed to increase the benefit of cooperation. The goals of the task were clearly defined, and the jigsaw structure (Aronson, 1978) was designed to create interdependence and consensus seeking among group members-particularly in phase 2 of the activity. Additionally, we created questions that were complex enough to have high likelihood of requiring collaboration for success. ...
Article
Full-text available
Small-group discussion is a central component of 21st-century biology classrooms. Many factors shape these discussions and thus influence potential learning gains. This study examined how accuracy and idea consideration shaped small-group discussions in undergraduate biology labs (12 groups, M = 42.8 talk turns). To do this, we asked 1) Is there a relationship between a student's science accuracy and the amount peers consider the student's ideas? 2) To what extent does peer consideration of a student's ideas predict that student's ability to steer the conversation? Building on this second question, we then explored 3) Does general group academic ability or immediate conversational accuracy better predict group learning? To answer these questions, we coded aspects of discourse (science accuracy, idea consideration, etc.) before quantitative analysis. Strong correlation was found between students' science accuracy and idea consideration (r = 0.70). Both accuracy and idea building predicted one's ability to steer the conversation. Subsequent analysis highlighted the critical role of immediate discourse in group learning. Group-level analysis revealed that group performance was not related to the group's overall ability in the classroom, but rather the immediate accuracy of their group conversations. Implications and limitations are discussed.
... One specific cooperative approach, jigsaw, is particularly well-suited for multidisciplinary settings or settings where students must be exposed to different theoretical or methodological approaches, especially in those courses that are more applied. The jigsaw technique was originally developed by Elliot Aronson in the 1970s to enhance empathy in racially and socioeconomically diverse high school settings (Aronson, 1978;Aronson & Bridgeman, 1979). This approach involves peer-teaching and cooperative interactions that minimize the culture of competition and enhance learning and summative performance on both group and individual levels and can increase individual self-confidence (Aronson, 1978;Crone & Portillo, 2013). ...
... The jigsaw technique was originally developed by Elliot Aronson in the 1970s to enhance empathy in racially and socioeconomically diverse high school settings (Aronson, 1978;Aronson & Bridgeman, 1979). This approach involves peer-teaching and cooperative interactions that minimize the culture of competition and enhance learning and summative performance on both group and individual levels and can increase individual self-confidence (Aronson, 1978;Crone & Portillo, 2013). It also encourages problem-solving and learner accountability through peerto-peer instruction (Goolsarran et al., 2020) and can enhance individual construction of knowledge, improve individual comprehension of texts (Booker, 2021;Namaziandost, 2020), and improve retention of key concepts (Nolan et al., 2018). ...
... Commonly, the jigsaw method employs two steps: (1) students first learn together in "expert groups," gaining mastery over a specific content area and (2) the groups are reconfigured into "jigsaw groups" so that there is one expert from each area in each new group who will then teach the other students (Aronson, 1978). ...
Article
Full-text available
This article highlights an innovative take on the jigsaw format, an inclusive and cooperative active learning strategy, implemented in an upper-level engineering elective course. After students complete the usual two steps of the jigsaw method—first gaining mastery in “expert groups” and then collaboratively teaching their peers in “jigsaw groups”—they then complete a third step in their jigsaw groups, in which they work together on an authentic design problem, offering a practical take on applying course content. This activity was implemented in three courses offered both in person and remotely (online only). We share how this innovation can promote learning, problem-solving, perspective sharing, and teamwork in contexts with students from different backgrounds and levels of experience.
... Para finalizar, se evalúa la presentación grupal, el material elaborado por el grupo y las contribuciones individuales al grupo. (Aronson, 1978) (Duran y Vidal, 2004): "El concepto de tutoría entre iguales responde a la posibilidad de que los alumnos más avanzados tutoricen o guíen el proceso a seguir por otros que tengan más dificultades" (Monereo, Pozo y Castelló, 2004, p. 253). Los estudiantes son agrupados en parejas asimétricas, es decir, uno asume el rol de tutor y el otro de tutorando. ...
... El siguiente paso es la aplicación de técnicas más complejas y menos estructuradas de aprendizaje cooperativo, tales como: El puzle de Aronson (Aronson, 1978) o ...
... Además, se puede aplicar a cualquier tarea compleja de otra disciplina o área curricular (Monereo, Pozo y Castelló, 2004). (Velázquez, 2005): Basándose en el Puzle de Aronson (1978), el autor diseña esta técnica para ser implementada en el área de la Educación Física, abriendo vías para el aprendizaje en grupos numerosos. Los pasos a seguir son los siguientes: ...
Thesis
Full-text available
En el presente estudio se investigan los efectos de una intervención basada en el modelo pedagógico del aprendizaje cooperativo sobre futuros docentes de Educación Física. Para ello, después de realizar una revisión de la literatura científica sobre la temática del estudio y elaborar un marco teórico, se ha diseñado e implementado un programa de intervención en la asignatura del Grado de Educación Primaria (mención de Educación Física) “Juego y Deporte”. Dicho programa se ha desarrollado mediante la propuesta del Ciclo del Aprendizaje Cooperativo, un modelo dividido en tres fases que son introducidas de manera sucesiva, pero también complementaria. La intervención se ha llevado a cabo durante cuatro meses (46 sesiones de hora y media) y en ella han participado 53 estudiantes, 41 chicos y 12 chicas con un promedio de edad de 20,92 ±1,34 años. A su vez, se han seleccionado tres aspectos psico-sociales, como son: las conductas cooperativas, el autoconcepto físico y la competencia social entre iguales, cuya medición se ha realizado con diversos instrumentos (CAF, CAC y el Cuestionario sociométrico de nominaciones entre iguales) antes y después de la intervención. El análisis de los datos obtenidos muestra que la intervención ha producido efectos favorables y significativos en los cinco elementos del aprendizaje cooperativo y en las conductas cooperativas de los estudiantes, en todas las escalas del autoconcepto físico y en algunos valores fundamentales de la competencia social entre iguales. Estos resultados indican que las metodologías activas, como el aprendizaje cooperativo, pueden repercutir de manera positiva en el ámbito psico-social de futuros docentes de Educación Física y sería interesante promocionarlas en los programas de formación del profesorado.
... Therefore, technological innovations such as hybrid learning environments must support the promotion of these two skills among students. This promotion can range from a simple discussion (e.g., break-out rooms) to complex collaborative scenarios (e.g., jigsaw) involving groups, artifacts, roles, or flows (Aronson, 1978). This subsection describes previous studies identified in the literature dealing with synchronous hybrid learning and complex collaborative learning activities. ...
... A Jigsaw is a collaborative pattern that fosters students' active learning by dividing a complex task/problem into smaller issues that are distributed among group members (Aronson, 1978;Hernández-Leo et al., 2010). A 3-phase jigsaw is an example of a non-trivial collaborative activity, likely appropriate to represent all the main challenges of collaborative learning (group formation, resource distribution, etc.), thus requiring the teacher orchestration of these elements during the design, implementation and real-time management of the learning situation. ...
Article
The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (i.e., in the classroom) and online (e.g., in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity poses additional challenges for the specific case of collaborative learning, likely increasing the teachers' orchestration load and potentially hampering fruitful interactions among learners. In order to gather empirical evidence on the impact of hybridity in collaborative learning, this paper reports a study conducted in a hybrid classroom where a Jigsaw collaborative pattern was implemented with the Engageli software. The study involved 2 teachers and 67 students enrolled in a computer science undergraduate course. Teachers' post-interviews, questionnaires and an epistemic network analysis (ENA) were used to produce study findings. Results show that teachers reported a medium-to-high orchestration load for implementing and setting up the collaborative activities in the hybrid classroom. Among the factors that contributed most to such load, teachers highlighted the creation and live management of groups and collaborative documents. Additionally, the ENA showed that teachers put much effort on monitoring group interactions and solving technical issues. Finally, we observed relevant differences on students' perceptions (e.g., satisfaction with the attention received by the teachers) based on the cohort sizes and on the students’ attendance modality (onsite vs. online).
... Jigsaw cooperative learning strategy developed by Elliot Aronson (1978) is method of composing group classroom activities that will make students to be dependent on each other in order to succeed. It' a cooperative method of instruction made up of two groups i.e. the Home group and the Expert group (Doymus et al., 2004). ...
... Research suggest that there are six (6) different Jigsaw strategies that can be used by teachers for classroom instruction. They include Jigsaw developed by Aronson (1978), Jigsaw II developed by , Jigsaw III developed by Stahl (1994). Jigsaw IV was developed by Holliday (2000), reverse jigsaw was developed by Hedeen (2003) and subject jigsaw was developed by Doymuş (2007). ...
Conference Paper
Full-text available
This study examined the effect of Jigsaw II cooperative learning strategy (J2CLS) on the academic achievement of Senior Secondary School Students in Physics within Bauchi Metropolis of Bauchi State, Nigeria. The study is an attempt to solve persistent low academic achievement in Physics concepts at the senior secondary school level. The study was guided by one research question and one hypothesis. The quasi-experimental research design involving two groups (one experimental and the other control) was adopted. The population of the study comprised of senior secondary school year two (SS 2) students of the public secondary schools in Bauchi educational zone of Bauchi state. Two coeducation schools out of the fifteen (15) coeducation schools within Bauchi metropolis were put into experimental and control groups by simple random sampling technique. The sample of students for the study comprised of 78 students. (One school 40 and the other 38) from two intact classes. The instrument used for data collection was a Physics Achievement Test on Work, Energy and Power (PATWEP) was used for data collection. Mean and Standard deviation was used in answering the research questions while the research hypotheses were analyzed using the t-test at ∝=0.05 level of significance. The results obtained showed a significant difference in mean academic achievement in favor of students exposed to the J2CLS. The results also revealed no significant difference in the mean academic achievement score of male and female students when exposed to J2CLS, hence, J2CLS is not gender sensitive. The study concludes that J2CLS is effective in teaching and learning of physics concepts work, energy and power and it is a gender friendly teaching method. Based on the findings, the researchers recommend that stake holders in Education should organize workshops and symposia where the use of J2CLS will be introduced and taught to physics teachers to increase their Pedagogical Content Knowledge in handling difficult concepts in physics.
... The jigsaw method is a co-operative technique that promotes learning, improves student motivation and also increases enjoyment of the whole learning experience (Aronson 2000). The concept was coined by Eliot Aronson in the 1970s as a research-based co-operative learning technique that makes students dependent on one another to succeed (Aronson and Patnoe 2011;Doymus 2007). ...
... Once the teacher is satisfied that each expert has mastered his or her section of the work, the students move back to their home groups. Each expert then gets the chance to teach that topic to the other members of the group (Aronson 2000;Aronson and Patnoe 2011;Doymus 2007). The value of this active learning technique is widely acknowledged in literature (Azmin 2016;Tran and Lewis 2012) and works well in an environment that is student-centred and that values co-operative learning. ...
Conference Paper
Full-text available
Faculty members at an English Language Centre in the Central-North of Saudi Arabia were surveyed on their skills and attitudes using mobile technologies in teaching English as a Foreign Language. Results indicated that Faculty members had a good level of skill and positive attitudes towards the use of mobile devices in EFL teaching. A number of statistically significant effects were identified for the independent variables age and teaching experience. Moderate positive correlations were found between Faculty members‘ level of skill using mobile devices and both Faculty attitudes towards using mobile technology in English language teaching and intention to adopt mobile technology in English language teaching. Future use of ICT was predicted by attitudes towards the use of ICT. This relationship was moderated by a covariate: self-reported skills in ICT usage.
... -Mastery Learning 3 (Bloom, 1973); -Jig Saw 4 (Aronson, 1978); -Flipped classroom 5 (Bergmann, 2014); -Analogy and Analogical Reasoning method 6 (Gentner, Smith, 2012); -Learning by doing 7 (Dewey, 1986;Smart, Csapo, 2007); -Reflective workshops 8 (Peters, 1991;Ruch, 2002;Baldacci, 2005); -E-mentoring 9 (Ensher, Murphy, 2007); -Project-based learning 10 (Kilpatrick, 1918); ...
... These intervention methodologies served as a theoretical and operational framework in the work with students, who were encouraged to reflect on professional prefigurations through game-based learning, lego serious play (Beltrami, 2017), and jigsaw (Aronson et al., 1978). ...
Conference Paper
Full-text available
This text presents a brief literature review on technologies and web-based tools for faculty development. It investigates what resources are available to higher education (HE) teachers to support online professional development (OPD) activities based on feedback, collegial discussion, collaborative reflection or teaching observation. From recent studies we note that collective reflection is effective when technologies are acted and used as a medium for collaborative professional learning, appropriately choosing and aligning technology with education purposes and teachers’ developmental needs, acknowledging the interrelations among technology, content and pedagogy. The paper provides a better understanding of the limits and potential of different technologies and how programmes of online faculty development can be designed to promote dialogical collaborative thinking
... In the FIND OUT phase, the students engaged in different inquiry activities designed to help them understand which of the different types of materials would be more environmentally sustainable. The jigsaw approach [47] was adopted: jigsaw is a collaborative pedagogical approach in which the students work in small expert groups to investigate complementary but different aspects of a problem. In our case, each expert group took on the role of a stakeholder group. ...
... A main question of interest is whether the implementation of the SSIBL approach fostered students' environmental citizenship. Even though the implementation presented challenges, especially due to the teachers' own lack of familiarity with methods such as the jigsaw approach [47], but also due to students needing time to understand how to engage in this new approach, the teachers documented benefits from the implementation of the SSIBL unit, such as an increase in students' participation and active engagement with the learning activities, increased competencies for communication, collaboration and argumentation, self-confidence, scientific, environmental and social literacy, and improved learning outcomes. When the co-design teachers were asked by an independent evaluator to compare the learning that occurred during the SSIBL unit implementation, as compared with other non-SSIBL implementations, they overwhelmingly reported positive outcomes as well. ...
Article
Full-text available
p>This paper draws on the meta‐theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio‐Scientific Inquiry‐Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision‐making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.</p
... The Jigsaw approach was invented by Elliot Aronson and adopted by Slavin and colleagues (Nalls & Wickerd, 2022). Many experts provided the useful suggestions in using Jogsaw technique, as a teaching strategy, the Jigsaw method begins with the pupils being split up into heterogeneously diverse little groups of five to six individuals each (Aronson, 1978;Ab Murat, 2008;Blajvaz et al., 2022). Students receive their assigned reading material in the form of a text that has been broken up into multiple sub-chapters for easier comprehension. ...
Article
Full-text available
This research is prompted by the issues that arise at SMPN 8 Satap Woja, specifically the fact that after the teacher integrates English learning on the teacher-suggested materials, student learning outcomes remain low. That is evident from both the teacher's observations and the students' learning outcomes that merely a small number of students are engaged in class. Student activity is important to the learning process because it influences learning outcomes. In addition, student interest and response have a significant impact on the achievement of learning outcomes during the learning process. As a result of being aware of the aforementioned issues, a teacher feels compelled to improve lessons by conducting research. This study is a classroom action research utilizing the Jigsaw method to enhance student learning outcomes for at SMPN 8 Satap Woja. This study has been conducted in two cycles. Based on the analysis of data in this study, Jigsaw research could indeed improve student learning outcomes. The implementation of the Jigsaw method model can increase student participation. The Jigsaw learning model can enhance student learning outcomes, as evidenced by the pre-test average of 47%, cycle 1: 58%, and cycle 2: 70.5%.
... Tasks. To encourage information exchange and collaboration, we used the jigsaw method to design discussion tasks [3]. Each participant is presented with a unique point of view, and they have to discuss with each other to reach a consensus on their decisions. ...
Preprint
Full-text available
Video meeting platforms display conversations linearly through transcripts or summaries. However, ideas during a meeting do not emerge linearly. We leverage LLMs to create dialogue maps in real time to help people visually structure and connect ideas. Balancing the need to reduce the cognitive load on users during the conversation while giving them sufficient control when using AI, we explore two system variants that encompass different levels of AI assistance. In Human-Map, AI generates summaries of conversations as nodes, and users create dialogue maps with the nodes. In AI-Map, AI produces dialogue maps where users can make edits. We ran a within-subject experiment with ten pairs of users, comparing the two MeetMap variants and a baseline. Users preferred MeetMap over traditional methods for taking notes, which aligned better with their mental models of conversations. Users liked the ease of use for AI-Map due to the low effort demands and appreciated the hands-on opportunity in Human-Map for sense-making.
... Each session began with a quick presentation from the instructor, some free roaming time inside the platform, and a guided roaming narrative script task. Depending on the session, narrative scripts' tasks featured one or more CSCL activities in which students could participate in conversations confronting views through a consensus-building process in collaborative social groupings through the Pyramid App (Manathunga and Hernández-Leo 2018) and express a position from a particular perspective in a jigsaw (Aronson 1978). Data concerning the evaluation of students' motivations were collected during the fourth session, as students answered the IMI questionnaire and the qualitative question. ...
Article
In the context of Social Media literacy, the success of educational interventions relies on designing motivational learning environments that seek students’ engagement. Despite existing achievements in social media education to include more appealing resources (e.g. gamification, authentic learning, interactive simulations), limited research has explored the factors that influence students’ engagement. This study aims to investigate the factors that influence engagement in an educational social media platform. Specifically, the factors that shape interest and enjoyment in Instareal, an educational tool that combines narrative scripts and collaborative learning flow patterns to educate teenagers about social media risks and challenges. To answer our research questions, we analyze the log data generated by high school students (N = 100) who tested a Social Media Literacy training with the support of Instareal. A factor analysis and a backward stepwise regression is performed over a dataset containing students’ traces of online activities and social interactions. The results show that factors such as the social participation of the students (comments, likes), curiosity (opening profiles, following others), and the quality of their answers influence interest and enjoyment within the platform. The results of this study offer new insights into measuring and enhancing student engagement when using educational social media environments.
... In this way, the students achieve ownership over the material and gain a deeper understanding of the material. This jigsaw technique (Aronson et al., 1978) divides the content into smaller parts with each part assigned to a different group of students. In this way, each group becomes an expert on a part of the topic and can teach this to the overall group. ...
... Similar results were obtained by Aziz and Hossain (2010), who reported that gains in mathematics achievement were greater when students experienced cooperative learning as opposed to traditional teaching, which the authors refer to as standard lecture. It is also worth noting that in these studies, the researchers, Aziz and Hossain (2010) and Zakaria et al. (2013), used different methods of cooperative learning; the former used Learning Together (Johnson & Johnson, 1987) and the latter used Jigsaw (Aronson, 1978). The Jigsaw method will be further elaborated on when discussing cooperative learning in an inclusive classroom. ...
Article
Full-text available
Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom. Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism.
... In our third iteration, we shifted the team structure such that each team included one or two students who specialized in each focal area. We also drew inspiration from the classic jigsaw approach by having students across teams with others in their focal area to review and discuss criteria prior to negotiating decisions within their teams and across focal areas (Aronson, 1978). This worked well, prompting much deeper and more specific conversations. ...
Article
Full-text available
Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.
... In this article, we wonder what emotions are arise when students are required to work in groups using techniques like jigsaw (Aronson, 1978), reciprocal teaching (Rosenshine & Meister, 1994), progressive inquiry (Hakkarainen, 1998), or role taking (Blatner, 2009;Turner, 1956), both in face-to-face situations or at a distance, performing activities aimed at building innovative products, objects, or ideas intended for users other than those who made them. In the following sections, we use empirical examples extrapolated from several learning experiences having in common the implementation of socio-constructivist techniques. ...
Article
Full-text available
Emotions are becoming increasingly central in education research. The research shows a deep gap concerning emotions triggered by socio-constructivist approaches where learning occurs through social interaction, peer-work, group work, and learning activities based on building ideas or concrete objects. The specific emotions emerging in such contexts are still under-researched. To address this gap, this study first reviews how emotions are currently conceptualized and studied. We then present excerpts from several of our studies to analyze the specific emotional processes that emerge in relation to socio-constructivist educational activities. The main objective is to understand what emotions are elicited in students when participating in educational socio-constructivist activities. Several school levels are involved—middle school, high school, and university—to find common emotion. Five “socio-constructivist emotions” were singled out: emotion fluidity, discovering new parts of the self, pleasure of learning, value of the group, and crossing space–time boundaries. The paper discusses each of them with a qualitative analysis of excerpts extracted from the data available. The paper ends by discussing the theoretical and practical implications of this analysis.
... An example is an integrated AR with Jigsaw group learning. Through jigsaw activities, students work on their part of a subject, cooperatively assemble the parts to fill in missing information, and complete the tasks together (Aronson, 1978). The existing jigsaw methods neither explored much technology affordances to conduct the activity nor its effectiveness has not been verified by using log data while using the technology platform. ...
Article
Full-text available
Language teaching has a rich research history. A research discipline of Computer-Assisted Language Learning (CALL) has focused on technology integration in that practice. However, integrating the learning logs to create a data-driven workflow for the teachers and students is still limited. We design a technology framework called LEAF (Learning and Evidence Analytics Framework) to integrate daily evidence-based educational practices. The data-driven learning tools integrated into LEAF were implemented in actual live classrooms across multiple universities and schools within Japan. In this paper, we discussed the teaching and learning practices with the LEAF system in a language learning context and its impact. We highlight how to use LEAF for active reading, recommendation-based vocabulary learning, self-directed language learning approaches, and group work for language learning and teaching, specifically in English classes. Moving ahead, we aim to have an evidence-driven approach where the technology can continuously support and update best practices by analyzing the log data gathered continuously from the real-world educational setting.
... Σύμφωνα με το μοντέλο αυτό, τρεις κύριες φάσεις λαμβάνουν χώρα κατά την εκπαιδευτική διαδικασία, κάθε μία από τις οποίες αναλύεται σε δύο ή τρεις υποφάσεις αντίστοιχα. Το προτεινόμενο εκπαιδευτικό σενάριο, εμπίπτει στις υποφάσεις της Διερεύνησης (Υποφάση 1.2) και της Ανάλυσης Δεδομένων (Υποφάση 2.1), σε ευθυγράμμιση με στρατηγικές επίλυσης προβλήματος (problem-solving - Avouris et al., 2003), συνεργασίας (Jigsaw - Aronson, 1978) και δημιουργικότητας (SCAMPER - Eberle, 1971 Κατά την υποφάση της Διερεύνησης, οι μαθητές έρχονται αντιμέτωποι με ένα πρόβλημα, καλούνται να δημιουργήσουν ομάδες, να αναλάβουν ρόλους με καθήκοντα και να διαμοιράσουν πόρους. Στην υποφάση της Ανάλυσης Δεδομένων, λαμβάνουν αποφάσεις για το παραδοτέο έργο της ομάδας. ...
Conference Paper
Full-text available
Τα Νέα Προγράμματα Σπουδών (Ν.Π.Σ.) για το γενικό λύκειο δίνουν έμφαση στον ψηφιακό γραμματισμό και στην αλγοριθμική – προγραμματισμό υπολογιστικών συστημάτων μέσα από καινοτόμες μορφές διδασκαλίας και μάθησης, οι οποίες καλλιεργούν σημαντικές δεξιότητες για τον 21ο αιώνα όπως η κριτική σκέψη – επίλυση προβλήματος, η δημιουργικότητα – καινοτομία, η επικοινωνία και η συνεργασία. Το παρόν έγγραφο προτείνει την ενορχήστρωση ενός εκπαιδευτικού σεναρίου, για την ανάπτυξη ενός σχεδίου εργασίας που συνδυάζει τις ως άνω θεματικές με αντικείμενο την ασφάλεια στο διαδίκτυο και την ανάπτυξη ενός παιχνιδιού στο περιβάλλον προγραμματισμού Scratch. Αξιοποιεί τις αρχές της Μάθησης βάσει Έργου (Project-based Learning, PjBL), την μεθοδολογία επίλυσης προβλήματος με την κατάλληλη ενσωμάτωση στρατηγικών συνεργασίας Jigsaw και δημιουργικότητας SCAMPER. Παρότι ο προτεινόμενος σχεδιασμός δεν έχει αξιολογηθεί ως προς τα μαθησιακά αποτελέσματα, έχει λάβει θετικά σχόλια κατά το στάδιο της επιμόρφωσης στα νέα προγράμματα σπουδών, τα οποία ενθαρρύνουν τους συγγραφείς για πρακτική εφαρμογή, αξιολόγηση και βελτίωση στο μέλλον. The New Curriculum for the high school emphasizes digital literacy and algorithmic – programming of computer systems through innovative forms of teaching and learning, which cultivate important skills for the 21st century such as critical thinking – problem solving, creativity – innovation, communication and collaboration. This document proposes the orchestration of an educational scenario, for the development of a project that combines the above topics related to Internet Safety and the development of a game in the Scratch programming environment. It utilizes the principles of Project-based Learning (PjBL), the problem-solving methodology with the appropriate integration of Jigsaw collaboration strategies and SCAMPER creativity. Although the proposed design has not been evaluated in terms of learning outcomes, it has received positive feedback during the training stage of the new curricula, which encourages the authors for practical implementation, evaluation and improvement in the future.
... Entre las muchas técnicas del aprendizaje cooperativo, hemos escogido la técnica del puzle (Aronson, 1978), concebida como una estructura en la que el alumnado se organiza en grupos pequeños con expertos que se han de dividir el material a aprender en partes razonablemente independientes. Un aspecto importante en su correcta implementación es que el alumnado tenga cierta experiencia de trabajo con contextos cooperativos (Fernández-Río, 2017). ...
Conference Paper
Full-text available
El aprendizaje cooperativo es una metodología docente en la que el alumnado es parte activa del proceso de enseñanza-aprendizaje, favoreciendo el sentimiento de competencia y de efectividad positiva del aprendizaje. La propuesta que hemos desarrollado trata de hacer ver las ventajas que esta metodología aporta al aprendizaje del aeróbic. En este caso, el uso de la técnica del puzle, combinada con el uso de fichas y una presencia constante de diferentes elementos evaluativos, propicia un excelente aprendizaje del alumnado. La puesta en práctica en diferentes contextos y cursos ha generado muy buenos resultados, tanto desde un punto vista de ejecución pura como desde el sentimiento de competencia adquirido por los alumnos.
... Según Aronson et al. (1978), la idea se basa en dividir la clase en grupos de trabajo y cada miembro del grupo de trabajo se convertirá en experto y responsable de la tarea que se le haya sido encomendada. Por otra parte, la dinámica gira en torno a cuatro fases, de acuerdo con Karacop y Doymus (2013): -En la fase inicial o de introducción: se forman grupos heterogéneos de alumnos para preparar una tarea. ...
Thesis
Full-text available
This research work is a descriptive empirical-experimental research in theory translation studies, whose main goal is to define and determine teaching-learning methods of specialised vocabulary, precisely the teaching-learning of Komposita or German compunds noun+noun in the course of Technical Translation at the University of Córdoba (Spain) in the language combination German-Spanish. The motivation of this research resides in the need of designing teaching learning methods of specialised vocabulary adapted to the neuro-architecture of translation and psycholinguist models of recognition and word processing. The starting point of this study is the difficulty to detect from non-native German speakers the semantic relationships that are built between the components of a Kompositum. The hypothesis of this research focuses on the need to differentiate between the learning process of specialised vocabulary in second languages and the learning process of specialised vocabulary in second language for translation.
... Dynamically combining individual and collaborative learning has pedagogical potential, but has yet to be investigated in authentic classrooms. In educational practice, combining individual and collaborative learning activities is very common (e.g., Think-Pair-Share [30] and Jigsaw [6]). From a learning science perspective, individual and collaborative learning each have their own benefits. ...
... The first activity was a modified jigsaw on essential science concepts. A jigsaw involves a collection of topics that are developed by students before they come together to make a more complete idea (Aronson, 1978). This activity allows individuals or small groups to become responsible for a subcategory concerning a larger topic where they develop and share their knowledge; in this case, a question focused on an essential science concept. ...
Chapter
A university science course was developed specifically for preservice elementary and middle school teachers. As both the course developer and instructor, I faced various challenges relating to the intent and design of the course, including what epistemological knowledge and science content and processes these teacher candidates should experience in preparation for engaging their future students. The challenges extended to the instructional activities and pedagogical approaches that preservice teachers should experience in a course focused on science. In this chapter, I offer insight into discussions concerning the context for the course, motivations, intentions, and outcomes. I describe the main course activity in which collaborative groups investigated science questions supported by the First Year Research Experience (FYRE) program. Students also participated in science jigsaw peer teaching activities, interactions with research scientists, and laboratory and problem-solving activities involving science practice and data literacy skills. The chapter ends with comment concerning the success and possible next steps for the course.KeywordsData literacyInquiryPreservice teachersScience
... *** , highly significant change (paired t test, P < 0.001). (12). In this exercise, each student is assigned a well-defined role during the class and asked guiding questions that help them focus on certain components of the paper (Appendix S2). ...
Article
Full-text available
Today’s undergraduates are tomorrow’s decision makers. Many of these decisions in biological sciences can influence whether the vaccines for the next pandemic will be effective, whether the mitigation efforts will have any impact on climate change, or whether we can produce enough food for the rapidly increasing human population while fighting the next pest outbreak. These informed decisions will need to be made by scientifically literate humans, including health professionals, politicians, and media personalities, who are currently undergraduates in our courses. Students in introductory biology classes can build a strong science literacy foundation by learning how to find, evaluate, read, discuss, and cite scientific evidence. An interconnected, multistep framework that uses library guides, active learning methods, group discussions, and collaborative learning is being used for nearly a decade in Investigative Biology and has been shown to significantly improve students’ perceived science literacy and science communication skills. In this article, we share basic guidelines about how to implement this framework in one long laboratory session or in consecutive lectures. The flow of the proposed exercises has been tested and adjusted based on students’ feedback and the authors’ experiences, and a wide variety of resources are being shared to help the successful implementation of this framework in courses that would like to train the next generation of science-literate biologists.
... Two table shapes (round and rectangular) were studied in interaction with two levels of education (elementary school students and university students) and two group sizes (two and three participants). The students were engaged in design tasks that were conducted in small groups and orchestrated using the broadly accepted Jigsaw pattern (Aronson, 1978;Hernández-Leo et al., 2006). This pattern introduces a collaborative learning flow where, by forming small changing groups, complex tasks are being solved in a way that enables positive interdependence and individual accountability while achieving fruitful learning. ...
Chapter
Full-text available
Research on learning spaces and their impact on teaching and learning has been a field of inquiry for decades. Yet, technological advances regarding data capture and analysis tools are opening both new opportunities and challenges in this area. This chapter illustrates the potential key role of multimodal learning analytics (MMLA) in advancing learning space research. In particular, the chapter presents a chronological overview of the evolution of analytical studies in physical learning spaces. The chapter also offers three detailed case studies from current research that illustrate how MMLA can enable spatial analyses to study learners and teachers actions in collaborative learning settings in ways that were not possible in the past. The case studies bring out interesting results that can be useful for informing the design of learning spaces while also emphasizing the complexity of measuring the effects of MMLA innovations on learning processes. By bringing together an overview of the evolution in this research line and current studies with their findings, the chapter highlights the increasing potential of MMLA to advance learning space research.
... Based on the principle of cooperative learning, the Jigsaw classroom (Aronson, 1978) is a popular method (Roseth et al., 2019) that is easy to implement in academic disciplines and in physical education (PE; e.g., Drouet et al., 2020;Escalié et al., 2018). This cooperative method was initially built to transform competitive classrooms into cooperative classrooms to improve social relations (e.g., reducing negative attitudes toward stigmatized groups) and positive educational outcomes (e.g., learning, well-being; Aronson & Patnoe, 2011). ...
Article
Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.
... Therefore, Dana chose to incorporate a learning strategy she learned in her undergraduate studies, Jigsaw. Jigsaw is a well-known collaborative learning strategy invented and developed by Aronson (1978). She chose this strategy as it allowed students to read and analyze select pieces of a text, or an entire article, and become an expert in their portion of the reading materials. ...
Article
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific examples of the teacher’s adaptive teaching as well as the challenges she encountered in endeavors to support her students’ learning as she purposefully adapted her teaching practices, materials, and instruction.
... Deep understanding and ability to express whatever they have learnt result from this method of cooperative learning. Aronson et al. (1978) assures a great deal of collaboration in any jigsaw activity. Millis (2010) is assertive about the 'versatility' of cooperative learning method and its 'highly structured practices'. ...
Experiment Findings
Full-text available
Students' interest in improving their repertoire of vocabulary and the habit of reading for pleasure and profit seems to have reached a nadir in the current era of social media. As a consequence, students tend to display noticeable inadequacy of comprehension and communication. Several research projects have been carried out to find out suitable methods to enrich and enhance the vocabulary repertoire. The researchers have attempted the present study to find out whether using complex passages and different instructional methods to teach vocabulary enhances learning and internalization of the target vocabulary. Jigsaw, a student-centered method of instruction and the traditional method of instruction were adopted for both the groups and the design followed was repeated measures. The paired t test of the data collected shows invariably the unavailing nature of both methods of instruction and complex input on students' vocabulary. This research work concludes that teaching methods tend to have insignificant impact on vocabulary enhancement when complex input passages are chosen.
... Jigsaw is a cooperative learning technique where each student is responsible for teaching a topic to his/her group members and thereby developing skills such as communication, cooperation, critical thinking and mutual respect. Numerous improvements of the original method have been proposed and currently there are several types of Jigsaw, such as: Jigsaw I by Aronson (1978), Jigsaw-II (Slavin, 1987), Jigsaw-III (Stahl, 1996), Jigsaw-IV (Holliday, 2000) and Reverse Jigsaw (Heeden, 2003). In Brazil, there are few reports of the use of this methodology in the exact sciences area. ...
Article
Full-text available
In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.
... The jigsaw classroom is an integrative learning technique in which students are given small portions of information on the same topic, and then work in small groups to teach one another their individual share of the course material (Aronson, 1978). Through the use of discourse, interdependence, and cooperation to accomplish a shared goal with communally beneficial outcomes, students learn to value one another's contributions and respect one another regardless of differences in background or identity (Aronson, 2002). ...
Article
Full-text available
As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.
... The web application organizes the content into several types of categories (axon vs. synapse functions, normal functions vs. toxic actions, different types of toxicities). This organization supports the application of the cooperative learning model, particularly the "jigsaw" technique (Aronson, 1978), to help students master the concepts through work in small groups. Research has shown that the jigsaw technique enhances conceptual understanding, accountability, social skills, and learning interests in science education (Doymus, 2008;Eilks, 2005;Tarhan et al., 2013). ...
Article
Pesticides and their associated modes of action serve as real-world examples of chemical toxicity, stimulating student interest and supporting their understanding of nervous system function and cell signaling. An open-source web application called “Neuron-to-Neuron Normal and Toxic Actions” hosts narrated animations of pesticide toxic actions and exists as a resource for instructors of advanced secondary or undergraduate biology courses. This article describes the features of the web application, reports student feedback on the animations, and details a cooperative learning procedure for instructors to use the web application in online learning environments or in-person classroom settings with technology support.
... She is outgrowing the largest wheelchair available, and care staff asked the dietitian to provide a restrictive diet plan to avoid the expense of a custom-made wheelchair. The learning complexities arising from a role-play were also mitigated through the jigsaw method, which helps students learn with peer support (Aronson, 1978). The lecturer first assigned each student an individual role of dietitian, patient, patient's family members, physician or facility manager. ...
Article
Full-text available
This study examines considerations that are required for successful implementation of flipped learning by tracing how lecturers in a university postgraduate dietetic programme designed and executed flipped learning across an academic year. Inductive analysis of lecturers’ lesson design rationalisation, student learning artefacts and feedback was undertaken. The findings suggest that effective flipped learning implementation depends on how lecturers foster coherences within curriculum, learning activities, student engagement, and teaching. By establishing anchoring pedagogical goals as part of curriculum coherence lecturers create synergies among learning, teaching, and assessment. Positive student learning experiences are driven by student engagement that considers students’ perceptions of workload, task complexity, and change to the learning culture. Strategies that manage pedagogical change and increased workload are also needed to create teaching coherence. Recommendations for improving flipped learning implementation in higher education contexts are discussed.
... According to the author's knowledge, this is the first study that used the Jigsaw method to promote active learning and diagnostic reasoning in the lecture room of their medical college. The findings of the present study showed mean pre-test scores as 8.44 ± 2.33 ranged (3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14) and the mean post-test score as 11.03 ± 2.07 (ranged 6-15). The mean difference of 2.39 (95% CI: 2.19-2.59) ...
Article
Full-text available
Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P
Article
Full-text available
Background and aim: This study explored the integration of the task-based language teaching approach and cooperative learning to enhance the Chinese reading ability of international students. The aims of this study were: 1) to compare international students’ Chinese reading test scores before and after learning through the comprehensive Chinese course, and 2) to study the international students’ satisfaction with learning through the comprehensive Chinese course. Materials and methods: The study involved 94 international students at Xi’an University, with a sample of 26 second-year foreign students from one class of Xi’an University in China in the autumn term of 2023 through cluster random sampling. The research instruments were lesson plans, a test paper for foreign students’ Chinese reading ability, and a student’s learning satisfaction questionnaire. Experimental design is the one-group pretest-posttest design. Data were collected and analyzed by means, standard deviation, and t-test for the dependent sample. The data were analyzed by using mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After learning through the comprehensive Chinese course based on a task-based language teaching approach with cooperative learning technique, foreign students’ Chinese reading ability was higher than before at a 0.05 level of statistical significance (t=2.50, p<0.05). The average score of the post-test (M=11.58, SD=5.56) was higher than that of the pre-test (M=9.35, SD=4.91). Additionally, students’ learning satisfaction was at a high level (M=4.19, SD=0.75). Conclusion: The developed comprehensive Chinese courses based on a task-based language teaching approach with cooperative learning techniques have a significant effect on improving the Chinese reading ability of international students. Furthermore, students were satisfied with their learning of this course.
Article
Full-text available
Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.
Article
Zusammenfassung Aufgrund des Mangels an Lehrkräften, des Zeitdrucks und der Unvorhersehbarkeit von Notfällen ist die Lehre im Bereich tiermedizinischer Notfallversorgung mit einer Reihe von Herausforderungen verbunden. Am Fachbereich Veterinärmedizin der Freien Universität SBerlin wurde ein neues simulationsbasiertes Modul zur tiermedizinischen Notfallversorgung ( emergency veterinary care, EVC) eingeführt. Bei dem Modul handelte es sich um eine Pflichtveranstaltung für alle Studierenden im letzten Studienjahr (n = 155). Es bestand aus einer 5-stündigen Online-Workshop-Reihe zu kommunikativen Fähigkeiten, einer Reihe interaktiver, virtueller Notfälle und einer einwöchigen Blockveranstaltung, in der die praktischen Fertigkeiten an verschiedenen simulationsbasierten Lernstationen vermittelt wurden. An zwei Lernstationen wurde ein Peer-Assisted-Learning (PAL)-Ansatz mit „student coaches“ aus derselben Kohorte ( same level) erprobt. Sechzehn Studierende meldeten sich freiwillig, um als „student coaches“ für ihre Kommilitonen zu fungieren. Die Coaches erhielten eine spezielle Schulung und unterrichteten jeweils sechs Gruppen von 3 - 4 Studierenden in einem Thema ihrer Wahl. Bewertungsbögen wurden mit einer Rücklaufquote von 100% bzw. 89,7% von den Coaches und den teilnehmenden Studierenden ausgefüllt,. Die meisten Coaches fühlten sich gut vorbereitet und fühlten sich in ihrer Rolle als Coach wohl. Sie gaben ein außergewöhnlich hohes Maß an Motivation an und fühlten sich während der Übung nützlich und kompetent. Die teilnehmenden Studierenden erwiderten diese Meinung und genossen insbesondere den Spaß und die positive Lernumgebung, die die Coaches zu schaffen vermochten. Aus den Antworten in den Evaluierungsbögen ging auch hervor, dass das Verhältnis von Dozierenden (1:3:9-12) für die Übung gut geeignet war. Gegenseitiges same-level PAL erweist sich als vielversprechendes und effektives Lehrmittel für Studierende der Veterinärmedizin im letzten Studienjahr. This translation was provided by the authors. To view the original article visit: https://doi.org/10.3138/jvme-2022-0038
Chapter
Full-text available
Los servidores web constituyen una parte fundamental para el funcionamiento de las aplicaciones web y por estos fluye toda la información de las entidades y personas. Estos son constantemente amenazados por ataques informáticos, los cuales aprovechan vulnerabilidades o problemas de seguridad para lograr sus objetivos. Los administradores web y especialistas de seguridad informática, por medio de controles de seguridad tienen que garantizar la preservación de la confidencialidad, integridad y disponibilidad de la información. En la presente investigación se desarrollan controles de seguridad para los servidores web, que contribuyen a aumentar la protección de la información, disminuir las vulnerabilidades de software y por tanto disminuir las posibilidades de éxito de un ataque informático. Los resultados obtenidos confirman su efectividad en la mitigación de vulnerabilidades y en el aumento de la protección de la información.
Article
This purpose of this paper was to see the mediating effect of mentoring by seniors and juniors in the relationship between cooperative learning experiences and college commitment in liberal arts classes opened for university freshmen. To this end, a survey was conducted on mentees who had been taking competency-building courses at K university and a structural equation model was analyzed based on the survey. The study results are as following. First, cooperative learning experience did not have a significant effect on college commitment. Second, cooperative learning experience had a significant effect on mentoring. Third, cooperative learning experience had a statistical effect on college commitment completely mediated by mentoring. Based on these empirical research results, we suggest that the active use of mentoring by seniors and juniors should be considered in addition to providing cooperative learning experiences for the adaptation to and satisfaction with college life among university freshmen.
Book
Se trata de un libro teórico-práctico que describe, en un número limitado de páginas, cómo se pueden aplicar técnicas de aprendizaje cooperativo en un campo que promueve el trabajo individualista y donde nunca se han aplicado: la preparación de oposiciones al cuerpo de maestros de Educación Infantil. El libro comienza con un capítulo introductorio sobre la preparación de oposiciones y sobre los aspectos básicos del aprendizaje cooperativo para, en el siguiente capítulo, presentar, plenamente descritas, un total de 14 técnicas (en algunos casos 2 de ellas utilizadas en la misma actividad)
Book
Full-text available
Se trata de un libro teórico-práctico que describe, en un número limitado de páginas, cómo se pueden aplicar técnicas de aprendizaje cooperativo en un campo que promueve el trabajo individualista y donde nunca se han aplicado: la preparación de oposiciones al cuerpo de maestros de Educación Infantil. El libro comienza con un capítulo introductorio sobre la preparación de oposiciones y sobre los aspectos básicos del aprendizaje cooperativo para, en el siguiente capítulo, presentar, plenamente descritas, un total de 14 técnicas (en algunos casos 2 de ellas utilizadas en la misma actividad).
Chapter
The freedom given by hypertext offers a wide spectrum of instructional articulations. Already typographies and for instance highlighting textual passages have an impact on how readers spread their attention and start jumping from one paragraph to another. Even more exciting is when due to readers’ interest a strictly individual reading sequence is allowed.
Chapter
Full-text available
This study aimed at investigating the effect of jigsaw cooperative learning technique on the seventh graders’ achievement in teaching EFL at Qalqilya city. The study examined the effect of the following variables: gender, academic qual�ifications and years of experience on Palestinian seventh graders’ achievement. To achieve the purpose of the study, the researcher developed one tool: a 20-item questionnaire. The researcher distributed the questionnaire randomly on a sample of 29 Palestinian seventh graders’ English language teachers in Qalqilya city. A quantitative method was used to analyze the collected data. The collected data were analyzed and treated statistically with SPSS. The results of the study showed that Palestinian fourth graders’ have positive attitudes towards using jigsaw coop�erative learning technique as a tool of teaching EFL. In the light of the results of the study recommended that teachers should avoid merely using lecture method in teaching EFL for fourth graders that leads for poor participation and poor understanding of the concepts. Schools teachers should concentrate on teaching techniques or teaching methods like jigsaw technique, which will enable pupils to properly understand the concepts taught in class. In addition, it suggested that further researches should be conducted on the effect of jigsaw cooperative learning technique on different English skills and other school subjects.
ResearchGate has not been able to resolve any references for this publication.