A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes

Tarhan, Leman; Ayyıldız, Yıldızay; Ogunc, Aylin; Şeşen, Burçin Acar

doi:10.1080/02635143.2013.811404

Cited by 46 publications

(41 citation statements)

References 47 publications

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“…The results underlined that both Team‐Game Tournament and Jigsaw promoted students' conceptual understanding in the context of the Hormone Biochemistry course. Cooperative learning techniques were beneficial to enhance students' understanding and remedy misconceptions as mentioned by the literature and the results of these researches are consistent with the results of the present study. It was also found that Jigsaw was more effective than Team‐Game Tournament in enhancing students' understanding, different from the results of However, the result is consistent with the results of , in which Jigsaw promoted more achievement than the other techniques.…”

Section: Resultssupporting

confidence: 92%

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Mutlu

2017

Biochem Molecular Bio Educ

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The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished using Team-Game Tournament in Group 1 and Jigsaw in Group 2. Before the instructions, all groups were informed about cooperative learning and techniques, their responsibilities in the learning process and accessing of resources. Instructions were conducted under the guidance of the researcher for nine weeks and the Hormone Concept Test developed by the researcher was used before and after the instructions for data collection. According to the results, while both techniques improved students' understanding, Jigsaw was more effective than Team-Game Tournament. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):114-120, 2018.

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Section: Resultssupporting

confidence: 92%

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Mutlu

2017

Biochem Molecular Bio Educ

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“…An outlier screening identified one study that is three SD s higher from the mean: Tarhan and Acar‐Sesen (). There are four more studies, Tarhan, Ayyıldız, Ogunc, and Sesen (), Acar and Tarhan (), Acar and Tarhan, Ayar‐Kayali, Urek, and Acar () and Eymur and Geban (), that are two SD s higher from the average. The analyses that follow have these five studies omitted except where noted.…”

Section: Resultsmentioning

confidence: 99%

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Rahman

Lewis

2019

J Res Sci Teach

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Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis. Ninety‐nine studies were analyzed comprising a broader view of chemistry specific studies than past meta‐analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error (SE) and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence‐based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature.

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“…The constructivist approach and social-interaction paradigms, which have become prominent in learning-and-teaching processes in recent years, have expanded the methods of peer-supported learning (Shunk, 2011). For example, the 5E and 7E models (Ersoy, Sarıkoç, & Berber, 2013;Kanlı & Yağbasan, 2008), jigsaw (Roland & Martin, 2015;Tarhan, Ayyıldız, Ogunc, & Sesen, 2013), peer tutoring (Crouch & Mazur, 2001;Mazur, 1997), argumentation (Aslan, 2012(Aslan, , 2014aCavagnetto, Hand, & Norton-Meier, 2010;Erduran & Jimenez-Aleixandre, 2007), six thinking hats (Bono, 1997), station technique (Alacapınar, 2009;Kılıç, 2014) and concept cartoons (Aslan, 2014b;Keogh & Naylor, 1996;Naylor & Keogh, 2013) are all styles that have developed methods and techniques based on the constructivist paradigm (Köseoğlu &Tümay, 2013). The difference with learning by teaching from other models, methods, and techniques is evident in the role of students.…”

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confidence: 99%

Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers

2015

EDUC SCI-THEOR PRACT

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Learning by teaching is an educational method developed by Jean-Pol Martin for foreign language lessons and is commonly used in Germany. This study discusses a reconstruction of learning by teaching as developed for use in a science context where in the adapted version of this method is introduced, the views of pre-service science teachers are explored, and the effectiveness of this method for gaining 21st century skills is examined. The qualitative case study was conducted with 33 pre-service science teachers. Data was gathered through focus group discussions and structured written interviews, and analyzed using content analysis. The views of preservice science teachers were examined concerning the advantages of the following 11 themes: the advantages of learning by teaching, preparing research questions and working together to find answers through research, preparing and implementing activities, the role of the teacher, a letter writing activity, the strengths of learning by teaching, the weaknesses of learning by teaching, difficulties faced during its implementation, the use of learning by teaching in teacher-training programs, other lessons appropriate for the use of learning by teaching, and how to apply the experiences gained to the future. Following a two-year pilot study and implementation of the final version, learning by teaching within the context of science was found to be an effective method for gaining 21st century skills.

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A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes

Cited by 46 publications

References 47 publications

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers

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