The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers’ Science Process Skill

Abstract

The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students’ cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The participating student teachers were identified as the Jigsaw Group (n=25), in which the laboratory approach based on Jigsaw method is applied, and as the Control Group (n=23), in which confirmatory laboratory approach is applied. Scientific Process Skill Test and Student Opinion Scale were used as data collection instruments. As a result of statistical analysis made, it was found that the effect of laboratory approach based on Jigsaw method on the development of student teachers’ scientific process skills is higher than those of confirmatory laboratory approach. It was also revelaed that there is no statistically significant difference between the opinions of research groups on applied laboratory approaches.

Keywords: Cooperative learning, Jigsaw technique, scientific process skill