Teaching chemical equilibrium with the jigsaw technique
Teaching chemical equilibrium with the jigsaw technique
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DOI：
10.1007/s11165-007-9047-8
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发表时间：
2008-03-01
影响因子：
2.3
通讯作者：
Doymus, Kemal
中科院分区：
文献类型：
--
作者：
Doymus, Kemal
摘要本研究探讨合作学习（拼图）与个别学习方法对一年级普通化学课程学生化学平衡理解的影响。本研究于2005-2006学年在小学科学教育系两个不同的班级进行。其中一个班级被随机分配为非拼图组（对照组）和其他作为拼图组（合作组）。由于化学平衡这个主题被分成了四个子主题（模块A、B、C和D），所以参与拼图组的学生被分成了四个“家庭组”。每个家庭小组有四个学生。各组如下：(1)组A (HGA)，代表平衡状态和平衡的定量方面（模块A）；(2)组B (HGB)，代表平衡常数和涉及平衡常数的关系（模块B）；(3)组C (HGC)，代表改变平衡条件：勒夏特列原理（模块C）；(4)组D (HGD)，代表平衡常数的计算（模块D）。然后，家庭小组就像拼图游戏一样分开了，学生们进入了由其他家庭小组的成员组成的拼图小组，他们被分配了相同部分的材料。然后，拼图小组负责向学习小组的其他学生教授他们特定的小主题。主要数据收集工具是化学平衡成就测试（CEAT），对拼图组和非拼图组进行了测试。结果表明，拼图组比非拼图组（个体学习法）更成功。
This study investigates the effect of cooperative learning (jigsaw) versus individual learning methods on students' understanding of chemical equilibrium in a first-year general chemistry course. This study was carried out in two different classes in the department of primary science education during the 2005-2006 academic year. One of the classes was randomly assigned as the non-jigsaw group (control) and other as the jigsaw group (cooperative). Students participating in the jigsaw group were divided into four "home groups" since the topic chemical equilibrium is divided into four subtopics (Modules A, B, C and D). Each of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representing the equilibrium state and quantitative aspects of equilibrium (Module A), (2) Home Group B (HGB), representing the equilibrium constant and relationships involving equilibrium constants (Module B), (3) Home Group C (HGC), representing Altering Equilibrium Conditions: Le Chatelier's principle (Module C), and (4) Home Group D (HGD), representing calculations with equilibrium constants (Module D). The home groups then broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting of members from the other home groups who were assigned the same portion of the material. The jigsaw groups were then in charge of teaching their specific subtopic to the rest of the students in their learning group. The main data collection tool was a Chemical Equilibrium Achievement Test (CEAT), which was applied to both the jigsaw and non-jigsaw groups The results indicated that the jigsaw group was more successful than the non-jigsaw group (individual learning method).