• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.55-74
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• 2005

This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.2
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• pp.194-211
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• 2001

This study was conducted to investigate the effects of cooperative learning applying Jigsaw II on learner's self-regulated learning ability, achievements, self-esteem & cooperation. 12 graders were assigned to experimental group(applying Jigsaw II treatment) & control group(applying traditional instructional treatment). Experimental group was trained to ask comprehension & thought-provoking questions on the material when in tutor role & to explain material to group members when acting as tutee. Tutorial sessions followed over 8-week treatment. As a results, Experimental group outperformed control group on ability to construct learner's self-regulated learning ability, achievements, self-esteem & cooperation both during their tutorial interaction & on written measures.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.177-186
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• 2001

Recently, introduced open education, there are some models applied several cooperative teaming, but there is no case in applied Jigsaw Ⅱ. So this research is selected objects which are 147 students in the fifth grade in 1999' school year and 143 students in 2000's on Yongwon elementary school. It makes share a partial responsibility for planner, leader, investigator, helper, writer and reporter in the small groups, and apply the Jigsaw Ⅱ model. Qualitative and quantitative analyses show that they have effects of Jigsaw Ⅱ cooperative Learning on Student's knowledge, inquiry ability and attitudes on Elementary School Science Study. The final results are following. The significance of Knowledge has .02 in 1999 and .01 in 2000. Testification of Inquiry ability has 1.75 in 1999 and 2.25 in 2000. The significance of Attitudes has .03 in 1999 and .00 in 2000. Research that has emerged from the cooperative teaming has led us to better understandings of multi purposed roles, interactions, and communities that arise when students work together to team science. Each of students can also cooperative as co-builders, working as equal participants to create a product that is better than that while would have built by either individual alone. Upon asking their intention, cooperative loaming shows more participation.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.467-476
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• 2009

As web technology and educational environments are in rapid progress, web-based cooperative learning systems have gained a lot of interests. Recently some studies have attempted to combine a learning system and simple games that enable learners to actively participate and have high interests in learning. These studies are based on TGT model, a cooperative learning model using games, and mostly remain system design levels. A few implemented systems have many problems because they focus only on pure TGT model. To solve these problems, this paper builds a extended TGT model and a new web-based cooperative learning system using this new model. The extended part contains ideas such as expert learning from Jigsaw II model, improvement scores from STAD model and making game problems by learners. A system using pure TGT model and a suggested system are implemented and used by two classes of middle school students to evaluate our system. The experimental results show that our system outperforms the other system.