• 대한지구과학교육학회지
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• 제13권2호
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• pp.186-195
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• 2020

본 연구의 목적은 초등학생들의 '계절의 변화'에 대한 Jigsaw 협동학습이 과제집착력 및 창의적 인성에 미치는 효과를 알아보는 데 있다. 연구 대상은 B시의 G초등학교 6학년 2개 반 48명을 대상으로 연구집단 24명, 비교집단 24명으로 구성하였다. 초등과학 6학년 '계절의 변화' 단원을 중심으로 12주간 실험처치를 하였다. 그리고 연구집단과 비교집단에서 사전-사후검사로 과제집착력 검사, 창의적 인성 검사를 하였다. Jigsaw 협동학습을 통해 자연스럽게 과제집착력 향상과 창의적 인성 함양이 될 수 있도록 연구절차를 설정하여 연구를 진행하였다. 이에 대한 연구 결과는 다음과 같다. 첫째, 초등학생들의 Jigsaw 협동학습은 과제집착력 향상에 효과가 있었다. 둘째, 초등학생들의 Jigsaw 협동학습은 창의적 인성 함양에 효과가 있었다. 셋째, 초등학생들의 Jigsaw 협동학습에 대한 인식은 긍정적으로 나타났다. 이러한 연구 결과를 통하여 Jigsaw 협동 학습이 과제집착력과 창의적 인성에 효과가 있으며 긍정적인 영향을 미친다는 것을 확인할 수 있다.

• 대한지구과학교육학회지
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• 제12권3호
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• pp.198-207
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• 2019

본 연구의 목적은 초등예비교사의 Jigsaw 협동학습 수업이 과제집착력 및 창의적 인성에 미치는 효과를 알아보는 데 있다. 연구 대상은? 교육대학교의 학생 4개 심화반 121명을 대상으로 연구집단을 구성하였다. 초등예비교사의 Jigsaw 협동학습 수업으로는 교수력 함양에 필요하다고 여겨지는 Maker 수업, 계절별 별자리 지도방법, 손가락 화석만들기, 달의 위상변화, 계절의 변화 원인, 망원경 다루기, 드론교육을 12주간 실험처치 하였다. 그리고 연구집단에 사전-사후검사로 과제 집착력 검사, 창의적 인성 검사를 하였다. Jigsaw 협동학습 수업을 통해 자연스럽게 과제집착력 향상과 창의적 인성 함양이 될 수 있도록 연구절차를 설정하여 연구를 진행하였다. 이에 대한 연구 결과는 다음과 같다. 첫째, 초등예비교사의 Jigsaw 협동학습 수업이 과제집착력 향상에 효과가 있었다. 둘째, 초등예비교사의 Jigsaw 협동학습 수업이 창의적인 인성 함양에 효과가 있었다. 셋째, 초등예비교사의 Jigsaw 협동학습 수업에 대한 인식은 긍정적으로 나타났다. 이러한 연구 결과를 통하여 Jigsaw 협동학습 수업이 과제집착력과 창의적 인성에 긍정적인 영향을 미친다는 것을 확인할 수 있다.

• 한국학교수학회논문집
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• 제19권3호
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• pp.309-328
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• 2016

본 연구에서는 특성화 고등학교 학생을 대상으로 직소모형을 적용한 수학 수업의 특징을 분석하고 이 수업이 학생들의 정의적 특성에 어떤 영향을 미치는지 살펴보고자 하였다. 연구결과 Jigsaw 모형을 적용한 수학수업의 특징으로 동료들에 대한 의무감 때문에 학생들의 의사소통이 활발해짐을 알 수 있었고, 이러한 수업이 학습자의 호기심과 동기를 긍정적인 방향으로 변화시키는 데 도움을 주고 수학 개념과 공식의 가치인식에도 긍정적 영향을 미침을 알 수 있었다.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

• 과학교육연구지
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• 제35권1호
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• pp.91-101
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• 2011

본 연구에서는 중학교 과학수업에 Jigsaw III 협동학습 모형을 적용하여 전통적 학습 모형과 비교해 봄으로써 Jigsaw III 협동학습이 수업 처치, 성 차이, 성적 차이에 따라 과학학업성취도와 과학학습태도에 어떤 영향을 미치는지 알아보고 남녀 분리반 여학생의 과학수업에 더욱 효과적인 학습 모형을 모색하려고 하였다. 남녀 분리반 중학교 2학년 4개 학급을 대상으로 하였다. 연구 대상은 전통적 수업 학급 여자 36명, 남자 35명, Jigsaw III 협동학습 학급 여자 38명, 남자 34명으로 총 143명이었다. 수업은 중학교 2학년 전기단원에 대해 총 18차시 수업을 실시하였다. 실험반 수업은 수업 내용과 관련하여 개발한 학습 자료를 사용하였고 통제반에서는 교과서 내용을 중심으로 전통적인 강의 중심 수업을 하였다. 수업 처치, 성, 성적 차이에 따른 차이를 알아보기 위해서 성취도 검사와 학습태도 검사를 사전 사후에 각각 실시하였고, 사전검사 점수를 공변인으로 한 공변량분석을 실시하였다. 연구결과, Jigsaw III 협동학습은 실험반의 중학교 여학생들의 주관식 과학학업성취도 향상에 도움이 되었고, 중하위 성적 학생들의 과학학업성취도를 향상시키는 데도 효과적이었고, 과학학습태도 면에서는 Jigsaw III 협동학습이 스스로 공부하는 자율학습태도를 향상시켰다. 의견 조사에서 남학생보다는 여학생들이 Jigsaw III 협동학습에 대해 더 긍정적이었다. 그러므로 Jigsaw III 협동학습은 남녀 분리반 여학생과 중하위 성적 학생들의 과학학업성취도와 자율학습태도를 향상시키는 데 효과가 큰 수업모형이라고 할 수 있겠다.

• 공학교육연구
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• 제22권5호
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• pp.13-19
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• 2019

It is important to encourage students who are having difficulty learning mathematics and majors due to lack of basic knowledge, and encourage them to improve their academic performance by focusing on and participating in class. The purpose of this study is to confirm the applicability of the Jigsaw Method by analyzing the change of the learner's academic achievement and the attitude of the learner's mathematics by applying the Jigsaw Model. During the four weeks, the Jigsaw Model was applied to 30 experimental students and the instructor-led lectures were given to 36 students in the comparative group. As a result of the study, it was confirmed that the average of the experimental groups applying the Jigsaw model was higher than the average of the comparative group in the lecture class. The results of the survey showed that the Jigsaw Model increased class concentration and participation, helped self - directed learning, and had high learning satisfaction.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.195-209
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• 2015

The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• 대한지구과학교육학회지
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• 제8권1호
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• pp.87-97
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• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.218-226
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• 2015

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.