Experimental group students valued expert roles and group knowledge exchange but reported boredom, lack of time and uneven member preparation¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Jigsaw group student teachers most frequently complained about the high number of experiments (f=9) and lack of time (f=5), while also reporting benefits of having an expert for each topic. → Ataman Karacop 2017

Evidence¶

Ataman Karacop 2017¶

Ataman Karacop, Emine Hatun Diken. (2017). The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill. Journal of Education and Practice, Vol.8, No.6. https://eric.ed.gov/?id=EJ1133003

q1 · i? · causal · r2

Descriptive document analysis of open-ended SOS responses from the 25 experimental-group student teachers (Table 4); the most frequent comment (f=9) was boredom with the high number of experiments, and f=5 for repeated experiments from previous courses; lack of time was also cited f=5.

"We got bored of the high number of the experiments, and this affected our learning badly. 9 While conducting the experiments, the professors should have helped us more. 1 We got bored as we conducted some of the experiments in the previous laboratory courses. 5"

Discussion¶

Related Claims¶

• Control group students valued laboratory group work but also reported boredom with the number and simplicity of experiments — related
• Jigsaw group students reported mostly positive opinions, most commonly easier experiments, exchange of ideas, and shorter experiment duration — related