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- 주제어 : Jigsaw III (검색결과 2 건)
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중학교 기술과 교육을 위한 직소 응용 협동학습 모형의 적용 전략
최유현,김윤희 忠南大學校 工業敎育硏究所 2005 論文集 Vol.27 No.1
The purposes of this study were to review the models of extended Jigsaw cooperative learning, and to strategies of its models for technology education in the middle school. Therefore, the study was conducted through literature research on the theory of Jigsaw-related cooperative learning. The results of this study were as follows: 1. The established models of extended Jigsaw cooperative learning in this study were 7 : Jigsaw, Jigsaw n, Jigsaw III, Double Expert Group Jigsaw, Partner Expert Group Jigsaw, Co-op Jigsaw I, Co-op Jigsaw II. 2. The 6 lesson plans based on the 7 models of extended Jigsaw cooperative learning (Jigsaw, Jigsaw II+Jigsaw III, Double Expert Group Jigsaw, Partner Expert Group Jigsaw, Co-op Jigsaw I, Co-op Jigsaw II) were developed. The the models of extended Jigsaw cooperative learning, and to strategies of its models for technology education in the middle school should be conducted experimental study in classrooms in following study.
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Effects of Jigsaw III technique on achievement in written expression
Abdullah Sahin 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.3
The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered teaching method in six graders in terms of the effect of written expression on their academic success. The universe of the study consists of 71 sixth-grade students studying during 2009-2010 academic term in a primary school in the province of Erzurum. Two classes were randomly selected: one (n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group (n = 36) where the Jigsaw III technique was applied. In the study, one of the most common application, pretest/posttest with control group experimental design, was chosen. The data regarding the academic success of the groups were collected by means of the achievement test in Turkish course as pretest, posttest and retention test; the students' opinions about the group works were obtained through feedback form, group work opinionnaire, and data were analyzed through 11.5 SPSS program. The results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly better than the control group in terms of academic success. In addition, it can be said that the students had positive impressions on the Jigsaw III technique.
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