• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.508-516
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• 2019

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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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.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.2
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• pp.194-211
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• 2001

This study was conducted to investigate the effects of cooperative learning applying Jigsaw II on learner's self-regulated learning ability, achievements, self-esteem & cooperation. 12 graders were assigned to experimental group(applying Jigsaw II treatment) & control group(applying traditional instructional treatment). Experimental group was trained to ask comprehension & thought-provoking questions on the material when in tutor role & to explain material to group members when acting as tutee. Tutorial sessions followed over 8-week treatment. As a results, Experimental group outperformed control group on ability to construct learner's self-regulated learning ability, achievements, self-esteem & cooperation both during their tutorial interaction & on written measures.

• Journal of Industrial Convergence
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• v.17 no.4
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• pp.103-115
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• 2019

Background: This study was conducted to identify the experiences of nursing students students who participated in jigsaw cooperative learning in medical terminology classes. Methods: Data were collected through in-depth individual interviews and analyzed using the Colaizzi phenomenological analysis methodology. Results: Six categories emerged through experiences of jigsaw cooperative learning of nursing students. The specific categories are 'two contrasting emotions that exist under consciousness', 'progression towards self-directed learning', 'resurrection of community spirit', 'facing the growing self', 'realistic limits', and 'co-operation that has risen above consciousness'. Conclusion: Jigsaw cooperative learning enhances nursing students' self-directed learning and community consciousness. It is a very useful teaching and learning method that encourages growth through community spirit and cooperation. In the future, we propose a study using jigsaw-cooperative learning in various classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2647-2655
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• 2015

This study has the purpose to evaluate the effects of cooperative learning applying Jigsaw model in simulation based infection control education by comparing perception of infection control, intrinsic motive and learning satisfaction, 54 first-year health related students. It is composed of 27 students of the experimental group and 27 students of the control group. In order to evaluate the homogeneity between the two groups, it surveyed in advance perception of infection control, intrinsic motive and learning satisfaction. There was no significant difference between the two groups, The education program composed cooperative learning applying Jigsaw Model, simulation practice and debriefing to the experimental group was performed twice for 2 weeks and lecture and skill training, simulation practice and debriefing were performed to the control group. After two-week education, perception of infection control, intrinsic motive and learning satisfaction of the participants the research were surveyed. As a result of this study, the Jigsow Model indicated the perception of infection control and learning satisfaction experimental group was significantly high in statistic. Based on this research result, I suggests that utilization of cooperative learning applying the Jigsaw Model as a strategy to improve the scholatic achievement and learning satisfaction of students in the variable simulation based education.