Journal of the Korean Society of Earth Science Education (대한지구과학교육학회지)

The Korean Society of Earth Science Education (대한지구과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Science Lessons Using Jigsaw Cooperative Learning on Academic Achievement and Creative Personality

Jigsaw 협동학습 방법을 적용한 과학수업이 학업성취도 및 창의적 인성에 미치는 효과

  • Received : 2015.07.28
  • Accepted : 2015.08.25
  • Published : 2015.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.

Keywords

References

  1. Ajitoni, S. O. & Salako, E. T. (2014). Effect of Jigsaw Technique and Gender on Students' Attitude to Ethnic Integration and Sustainable Development in Nigeria. World Journal of Education, 4(3), 46-52.
  2. Angawi, R. F. (2014). Using a Problem Solving-Cooperative Learning Approach to Improve Students' Skills for Interpreting [Superscript 1]H NMR Spectra of Unknown Compounds in an Organic Spectroscopy Course. Journal of Chemical Education, 91(6), 823-829. https://doi.org/10.1021/ed4004436
  3. Berger, R. & Hanze, M. (2015). Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method. International Journal of Science Education, 37(2), 294-320. https://doi.org/10.1080/09500693.2014.985757
  4. Capar, G. & Tarim, K. (2015). Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research. Educational Sciences, 15(2), 553-559.
  5. Crist, L. & James, M. (2012). The Effectiveness of the Jigsaw Approach and Other Cooperative Learning Strategies with Students with Learning Disabilities: A Master's Research Project Presented to The Faculty of the Patton College of Education and Human Services, Ohio University.
  6. Gu Byeong-du (2013). A Meta-Analysis on the Effects of Academic Achievement in Cooperative Learning. Journal of Agricultural Education and Human Resource Development, 45(3), 39-61. https://doi.org/10.23840/agehrd.2013.45.3.39
  7. Hwang Young-Lan & Park Yune-Bae (2011). Effect of Jigsaw III Cooperative Learning on Science Achievement and Learning Attitude of Middle School Female Students. Journal of Korean Science Education, 35(1), 91-101. https://doi.org/10.21796/jse.2011.35.1.91
  8. Jung Suk-Hee (2014). The Effects of the Discussion and Debate-Based Class in Jigsaw Cooperative Learning Settings on TOEIC Learners - Focused on Learning Attitudes and Motivations -. The Journal of Yeolin Education, 22(4), 181-206.
  9. Kim Sam-Kon & Yoon Hyun-Sang (2001). The effects of cooperative learning applying Jigsaw II on learner's self-regulated learning ability, achievements, self-esteem & cooperation. The Korean Society for Fisheries and Marine Sciences Education, 13(2), 194-211.
  10. Kim Sang-Dal, Kim Soon-Shik, & Kim Eun-Jeong (2008). The Effects of Jigsaw II Cooperative Learning upon the Academic Achievement and the Self-directed Learning Ability Applied to Earth Science. Journal of the Korean society of earth science education, 1(1), 28-40.
  11. Lee Sook-Hyun (2007). The Influences of Contract Learning on 6th graders' Achievement in English and their Self-Directed Learning Ability. master's thesis, Cheongju National University of Education, Chung-buk. Korea.
  12. Mari, J. S. & Sani, A. G. (2015). Effects of Jigsaw Model of Cooperative Learning on Self-Efficacy and Achievement in Chemistry among Concrete and Formal Reasoners in Colleges of Education in Nigeria. International Journal of Information and Education Technology, 5(3), 196-199. https://doi.org/10.7763/IJIET.2015.V5.501
  13. Mun Seong-Hwan & Lee Hun-Wuk (2011). Effect of Woodwork Class that Applies JIGSAWIII Model on Improvement of Children's Sociality. Journal of Korean Practical Arts Education, 24(4), 46-60.
  14. Oguzhan, S. (2015). Influence of the Subject Jigsaw Technique on Elementary School Seventh Grade Students' Academic Achievement and On Their Problem Solving Skills. Education and Science, 40(177), 385-400.
  15. Salako, E. C., Eze, I. R., & Adu, E. O. (2014). Effects of Cooperative Learning on Junior Secondary School Students' Knowledge and Attitudes to Multicultural Education Concepts in Social Studies. Education, 133(3), 303-309.
  16. Slavin, R. E. (2015). Cooperative Learning in Elementary Schools. Education 3-13, 43(1), 5-14. https://doi.org/10.1080/03004279.2015.963370
  17. Timothy, H. (2013). The Reveres Jigsaw: A Process of Cooperative Learning and Discussion. Teaching Sociology, 31(3), 325-332. https://doi.org/10.2307/3211330
  18. Yoon Hyun-Sun, So Keum-Hyun, Yeau Sung-Hee (2005). The Effects of Jigsaw III Cooperative Learning on Science Achievement and Attitude toward Science of Middle School Students. Journal of Korean Society of Biology Education, 33(4), 465-474.