Physical education undergraduate students' perceptions of their learning using the jigsaw learning method.

Autor/inn/en	O'Leary, Nick; Barber, Alison; Keane, Helen
Titel	Physical education undergraduate students' perceptions of their learning using the jigsaw learning method. Gefälligkeitsübersetzung: Wie Sportlehramtsstudenten ihr Lernen mittels Gruppenpuzzle-Methode wahrnehmen.
Quelle	In: European physical education review, 25 (2019) 3, S. 713-730Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X18767302
Schlagwörter	Freundschaft; Lehrerausbildung; Leistungsniveau; Lernerfolg; Kognitives Lernen; Lernbedingungen; Lernprozess; Motorisches Lernen; Soziales Lernen; Gruppenarbeit; Lerninhalt; Lernmethode; Kunstturnen; Sport; Sportpädagogik; Sportunterricht; Tanz; Studium; Heterogenität; Kooperation; Student
Abstract	Recognising the limited research around the use of cooperative learning in higher education, this case study sought to explore physical education students' perceptions of learning using the jigsaw learning method. It examined the impact of two different aesthetic activities and two different groupings on students' perceptions of their learning. A purposive sample of 36 third-year undergraduates was selected for the study. Data were collected using focus group interviews and reflective journals. Inductive analysis illustrated students' perceptions of their own and others' abilities, students' empathy towards their peers, and how their perceptions of gymnastics and dance impacted on their perceptions of learning. Students felt that heterogeneous and friendship groupings have the potential to encourage high-order social and cognitive learning. However, those students with limited psychomotor abilities appear to be better served in friendship groupings to facilitate such learning. Students also favoured the 'structured' nature of gymnastics in comparison to dance for their own teaching and learning purposes. Irrespective of aesthetic activity or grouping utilised, students felt their psychomotor learning was limited. It is recommended that university staff consider using a mixture of groupings with a single cohort dependent on the practical ability of students and the use of more 'structured' activities. In doing so, students' perceptions of their social, cognitive and psychomotor learning may improve and thereby encourage greater and more effective use of this innovative method in schools. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/1