The Effects of Modified Jigsaw on Achievement, Classroom Social Climate, and Self-Esteem in High-School Science Classes

Lazarowitz, Reuven; Baird, J. Hugh; Hertz‐Lazarowitz, Rachel; Jenkins, James

doi:10.1007/978-1-4899-3650-9_9

Cited by 15 publications

(5 citation statements)

References 7 publications

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“…The literature concerning cooperative learning methods in science classrooms has shown positive outcomes on many but not all academic subject areas and cognitive skills. Academic achievement has been revealed as significantly higher in studies on earth science (Humphreys, Johnson, & Johnson, 1982); chemistry, biology, and physics (Okebukola, 1985;Okebukola & Ogunniyi, 1984); biology (Lazarowitz, Baird, Hertz-Lazarowitz, & Jenkins, 1985;Lazarowitz & Karsenty, 1990;Lazarowitz, 1991;Watson, 1991); and physics (Scott & Heller, 1991). Group work in junior high school biology classrooms and laboratories enhanced students' learning and research skills.…”

Section: Literature Surveymentioning

confidence: 99%

Learning science in a cooperative setting: Academic achievement and affective outcomes

1994

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A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.

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Section: Literature Surveymentioning

confidence: 99%

Learning science in a cooperative setting: Academic achievement and affective outcomes

1994

Self Cite

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“…Researchers underlined that jigsaw is an effective cooperative learning technique that promotes positive attitudes and interests in the learning issues, development of communication skills between students and also higher learning achievement in science (Lazarowitz et al, 1985;Colosi and Zales, 1998;Doymus, 2008a;Eilks, 2005;Young et al, 1997). In the field of chemistry education, relatively little research has been done on the use of jigsaw techniques.…”

Section: Introductionmentioning

confidence: 99%

Jigsaw cooperative learning: Acid–base theories

Tarhan

Şeşen

2012

Chem. Educ. Res. Pract.

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“…Furthermore, cooperative learning and problem-solving strategy enhance the independent thinking and scientific reasoning ability (Karami et al , 2012; Dikici and Yavuzer, 2006; Lee et al , 2005; Lee, 1998). They involve teamwork with systemic and constructed teaching strategies in which educators categorize different groups according to the students’ capability, thereby improving the student performance (Hertz-Lazarowitz et al , 1985; Johnson et al , 2013). By combining the cooperative learning and critical thinking, students can advance their levels of rational inference and critical reason; thus, they can spend more time in exploring the teaching content and developing deep learning (Cardellini, and Felder, 2004).…”

Section: Learning Instructionmentioning

confidence: 99%

Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

Cheng

Lee

Yang

et al. 2022

ITSE

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Purpose The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject. Design/methodology/approach The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system. Findings These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects. Originality/value The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

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The Effects of Modified Jigsaw on Achievement, Classroom Social Climate, and Self-Esteem in High-School Science Classes

Cited by 15 publications

References 7 publications

Learning science in a cooperative setting: Academic achievement and affective outcomes

Learning science in a cooperative setting: Academic achievement and affective outcomes

Jigsaw cooperative learning: Acid–base theories

Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

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