A Jigsaw-based laboratory approach develops student teachers' scientific process skills more than a confirmatory laboratory approach¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After adjusting for pre-test scores, the Jigsaw laboratory group scored significantly higher on the Scientific Process Skills Test than the confirmatory laboratory control group. → 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

q2 · i? · causal · r2

Quasi-experimental pre-test post-test control group study of 48 third-grade science student teachers (Jigsaw n=25, control n=23) in the STLA course; ANCOVA on SPST post-test with pre-test as covariate showed the difference was "on the favor of the experimental group" (adjusted means 29,711 vs 24,966).

"there is a statistically significant difference between the average SPST post-test scores of the control and experimental groups (F(1,45)=62,947; p=0,001). The analysis of the aver age SPST post-test scores revealed that the difference was o n the favor of the experimental group"

Discussion¶

Related Claims¶

• ADI-based laboratory instruction improves science process skills more than traditional laboratory instruction — a broader claim this one bears on
• The Jigsaw and control groups differed significantly in scientific process skills before treatment — related