Collaborative learning – a jigsaw

Abstract

and Introduction: Expert groups should identify the pri? mary hypothesis that wetland loss resulted from impoldering, connect biodiversity and ecosystem services as important topics in ecology, and define impoldering as a technique of wetland conversion. Methods: Expert groups should explain that Fang et al. analyzed the changes in number and coverage of lakes > I km2, identify the location of the study as Jianghan Plain, southeastern China, and the temporal span as 1950s-1998, and identify the use of remote sensing and historical maps. Advanced student experts should note that the authors resampled their data to standardize spatial resolution, and also standardized the season from which images were chosen. Results: Expert groups should identify the substantial reduction in the number and coverage of lakes from the 1950s to 1978 and a reversal of this trend between 1978 and 1998. They should explain the presence of anomalous results, such as the increase in the number and area of lakes in the 200-500 km2 class between 1950s and 1978 and the decrease in number and area of small lakes (1-5 km2) from 1978 to 1998. Students should convey this to their peers using the figures and tables. Discussion: Expert groups should convey the primary conclusion that lake loss in the 1950s and 1960s resulted from extensive draining of lakes to increase agricultural production, and should explain that the increase in the number and area of lakes from 1978 to 1998 resulted from a change in government policy. They should note that the alternative hypothesis that changes in wet? lands resulted from climatic shifts during the same time period is rejected. Finally, students should note that biodiversity and eco? logical services have not returned to their past levels. vious Pathways articles, students can develop models (box models, concept maps) that illustrate the interconnections of concepts in the paper. Assessment of knowledge transfer and group dynamics The principles of cognitive science and learning theory indicate that information learned in one context will transfer to a different context if we teach in ways that encourage transfer (Halpern 2004). Students' ability to transfer knowledge and skills from this exercise can be assessed in numerous ways by assigning another paper or sections of a paper. The questions in Panel 1 can be used to assess students' understanding of any research paper through quizzes or short writing assignments. Finally, assessment of group dynamics provides impor? tant feedback to students and instructors. Individuals within groups comment on quantity (percent contribution) and quality (written comments) of each other's con? tributions. The instructor collects these by group and pro? vides general feedback to the entire class about trends, or specific feedback to less functional groups.