Jigsaw Cooperative Learning: Acid-Base Theories

Autor/inn/en	Tarhan, Leman; Sesen, Burcin Acar
Titel	Jigsaw Cooperative Learning: Acid-Base Theories
Quelle	In: Chemistry Education Research and Practice, 13 (2012) 3, S.307-313 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C2RP90004A
Schlagwörter	Foreign Countries; Cooperative Learning; College Freshmen; Chemistry; College Science; Science Instruction; Misconceptions; Student Attitudes; Instructional Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Studienanfänger; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Schülerverhalten; Unterrichtserfolg; Türkei
Abstract	This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education department in an education faculty in Izmir, Turkey. A prerequisite knowledge test was applied to both experimental (N = 18) and control groups (N = 20) before the treatment in order to identify undergraduates' prerequisite knowledge about "acids and bases". Independent t-test was conducted to compare the prerequisite knowledge test scores for groups and no significant difference was found in terms of mean scores (t = 0.42, p greater than 0.05). The subject of "Acid-Base Theories" ("Arrhenius," "Bronsted-Lowry" and "Lewis Theories") was taught using jigsaw cooperative learning in the experimental group and with regular teacher-centered approach in the control group. After the instruction, the acid-base theories concept test was administrated to investigate undergraduates' conceptual understanding. Independent t-test results showed significant difference in terms of mean scores (t = 4.65, p less than 0.05). The results also indicated that undergraduates in the experimental group had fewer misconceptions and understood the concepts more meaningfully than undergraduates in the control group. In addition, individual interviews reflected that undergraduates had positive opinion about jigsaw, and they believed jigsaw is an effective cooperative learning technique that promotes positive attitudes and interest, develop inter personal skills as well as their learning achievements. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10