중학교 과학수업에 적용한 Jigsaw 협동학습의 효과 = The Effects of Jigsaw Cooperative Learning Strategy Applied to the Middle School Science Class

다국어 초록 (Multilingual Abstract)

In this study a Jigsaw cooperative learning strategy has been applied to the middle school science class and its effects on the students` academic achievement, gains of the inquiry ability and the self-efficacy have been investigated. The subjects were 220 middle school students and they were divided into the experimental group and the control group. The Jigsaw cooperative learning strategy was applied to the experimental group and four different experiment sheets were used for four expert groups while a traditional strategy was applied to the control group and only one experiment sheet was used for all students. The instructions were implemented for 3 hours a week through 15 weeks. The results showed that the experimental group gave better achievement in learning science knowledge(p<.05), especially for students in the lower and the middle lower level of achievement. The enhancement of inquiry ability was also better for the experimental group(p<.01), and it was more significant for students in the middle lower level. Also the Jigsaw cooperative learning was more effective in the improvement of students` self-efficacy(p<.01), especially for students in the upper and the lower levels. Therefore, it is desirable to use the Jigsaw cooperative learning strategy in the middle school science class.