The Use Of Jigsaw Technique In 7th Grade Primary Science And Technology Course And Students’ Views On This Technique

Abstract

The aim of this study was to investigate the effect of cooperative learning method compared to the traditional teaching method on grade-7 students’ achieve- ment in the topic of force and velocity. This research was conducted by the participa- tion of 56 students from two different classes of 7th grade at a primary school in the city centre of Duzce during the fall semester of the 2008-2009 academic years. In this study, pre test-post test control group design was used. One of the classes, in which theory of cooperative learning (jigsaw technique) was used, was determined as the “experimental group” and, the other class, in which the traditional teacher- centered instruction was dominant, as the “control group”. Both groups were carried out by the researcher. Prior Knowledge Test (PKT) for identifying their pre- knowledge, The force and velocity Achievement Test (fvAT) to tetermine concep- tual understanding and prior knowledge in the topic of force and velocity for learn- ing their reflection to science. Also, Jigsaw Opinion Scale (JOS) was given to the students at the end of the study to learn their opinions on the implementation of jig- saw technique. In the last of the study, fvAT administered again probably the post- test and same test, applied again as delayed post test after eleven week. Also the achievement test and perception questionnaire were respectively applied to identify the effect of two different methods (the traditional teaching method and cooperative learning) on the students’ achievement science. The results of statistical analysis indicated that the teaching activities based on the cooperative learning meaningfully contributed on the students’ achievement in topic of force and velocity.