The Effectiveness of Jigsaw II on Prospective Elementary School Teachers

Autor/inn/en	Artut, Perihan Dinc; Tarim, Kamuran
Titel	The Effectiveness of Jigsaw II on Prospective Elementary School Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 35 (2007) 2, S.129-141 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Teaching Methods; Experimental Groups; Elementary School Teachers; Elementary Education; Schools of Education; Cooperative Learning; Control Groups; Achievement Tests; Academic Achievement; Questionnaires; Preservice Teachers; Effect Size; Foreign Countries; Pretests Posttests; Observation; Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Erziehungswissenschaftliche Fakultät; Kooperatives Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Fragebogen; Ausland; Beobachtung; Lehrerausbildung; Lehrerbildung; Türkei
Abstract	Jigsaw is a well-known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effectiveness on their academic success, a proficiency test and questionnaire were administered and observations were made. Eighty-one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty-five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size=1.06) on PTs' academic success as well as on their views regarding the technique itself. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10