Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

Autor/in	Yapici, Hakki
Titel	Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique
Quelle	In: Educational Research and Reviews, 11 (2016) 8, S.773-780 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Teaching Methods; Grade 7; Cooperative Learning; Experimental Groups; Control Groups; Pretests Posttests; Prior Learning; Units of Study; Foreign Countries; Achievement Tests; Social Studies; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Kooperatives Lernen; Vorkenntnisse; Lerneinheit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gemeinschaftskunde; Statistische Analyse; Türkei
Abstract	The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in teaching of the unit. The sampling of the research was conducted with total of 53 students, in two different classes, studying in 7th grade of a secondary school located in the Erzurum province of Turkey during 2014 to 2015 academic years. Pre-test/Post-test control group design was used as a method in the research (Karasar, 2006). A control group was formed with students randomly picked from both classes, and the rest of the students were the experimental group. While the lessons were taught to the control group using the traditional teaching method, cooperative learning technique (jigsaw technique) was used on the experimental group. The lessons were taught to the control and experimental group by the researcher. To determine prior knowledge of students' in both groups, Prior Knowledge Test (PKT) was given, and Science within Time Achievement Test (swtAT) was administered to identify their conceptual understanding in the unit "Science within Time". Later, Jigsaw Opinion Scale (JOS) was given to the students in the experimental group and their opinions on the implementation of jigsaw technique were identified. At the end of the research, to determine students' achievement, swtAT was administered to all of the students (control and experimental group) again as the post-test and the same test was applied again as the retention test to examine the retention of knowledge after eleven weeks. The achievement level of students obtained from both the traditional teaching method and cooperative learning using jigsaw technique was compared with this research. When the statistical analysis of the research is examined, the achievement level of students in the unit "Science within Time", which was taught with the jigsaw technique, has a significant difference in favor of the experimental group. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01