Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry

Doymuş, Kemal; Karaçöp, Ataman; Şimşek, Ümit

doi:10.1007/s11423-010-9157-2

Cited by 82 publications

(79 citation statements)

References 45 publications

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“…These findings validate the extensive review of 323 studies yielding 1,691 findings conducted by Johnson & Johnson (2002), which reported that students in cooperative situations academically outperformed students in individualistic settings (effect-size = 0.75). Similar findings have also been noted in recent studies (Yamarik, 2007;Kilic, 2008;Doymus, 2008a&b;Adeyemi, 2008;Sahin, 2010;Doymus, Karacop & Simsek, 2010;Bertucci, Conte, Johnson, & Johnson, 2010;Slavin, 2011) which report that students in CL groups have higher adjusted posttest mean scores than those in conventional lecture groups. The findings of the above research studies have led to strong arguments by various authors that CL is an effective teaching pedagogy for schools.…”

Section: Achievementsupporting

confidence: 88%

Effects of Cooperative Learning on Students at An Giang University in Vietnam

Tran¹,

Lewis²

2012

IES

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This study investigates the effects of jigsaw cooperative learning on the achievement and knowledge retention of 80 final-year Vietnamese mathematics students, as well as reporting their attitudes toward this form of learning. These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. In the experimental group, jigsaw learning was employed, while in the control group, lecture-based teaching was used over the six weeks of instruction. The results showed that students in the experimental group, who perceived their instruction as more cooperative and more student-centered, had significantly greater improvement on both achievement and retention measures than did the students in the control group. A survey revealed favorable responses toward jigsaw learning. The major findings of this study support the effectiveness of jigsaw learning for students in Vietnamese higher education institutions.

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Section: Achievementsupporting

confidence: 88%

Effects of Cooperative Learning on Students at An Giang University in Vietnam

Tran¹,

Lewis²

2012

IES

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“…According to Doymus, Karacop & Simsek (2010), there are other models, including Reverse Jigsaw, Subject Jigsaw, etc., but this paper will only introduce Jigsaw, Jigsaw 2, Jigsaw 3 and Jigsaw 4.…”

Section: B Types Of Jigsaw Modelmentioning

confidence: 99%

“…In other words, he modified Jigsaw so that the individual evaluation will influence the group score and eventually the group reward. This means that there is a competition between groups (Doymus, Karacop & Simsek, 2010). Jeong (2006) stated the following to be the difference between Jigsaw 2 and Jigsaw.…”

Section: ) Jigsawmentioning

confidence: 99%

A Study on Jigsaw Model Application in Teaching and Learning Mathematics

Yoo¹,

Son²

2015

Research in Mathematical Education

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The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

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“…The use of multimedia creates the environment where students can visual the abstract chemical processes via animation and video in macroscopic, microscopic and symbolic levels (Bowen, 1998;Burke et al 1998;Rodrigues et al 2001;Russell et al 1997). Studies (Doymus, 2010;Gois & Giordan, 2009;Lerman & Morton, 2009) have been carried out and results showed that animation and simulation using ICT can help students to visualize and hence enhance students' understanding in learning abstract chemistry topics.…”

Section: The Use Of Ict In Teaching and Learningmentioning

confidence: 99%