جستجوی مقالات مرتبط با کلیدواژه "جیگساو" در نشریات گروه "علوم تربیتی"

The aim of the current research was to investigate the effect of the collaborative teaching method using the jigsaw method on the critical thinking of sixth grade elementary students in Najafabad city. This research is a semi-experimental type with a pre-test and post-test design with an experimental group and a control group. The statistical population of this research includes all male students of the sixth grade of Najafabad city in the academic year of 2022-2023. According to the sample size, a multi-stage cluster sampling method has been used. To measure critical thinking, the California Critical Thinking Test has been used. The validity of this tool has been checked by subject experts and its reliability has been confirmed by Cronbach's alpha method. The research data were analyzed using descriptive tests (mean and standard deviation) and one-way covariance analysis. The findings of the research show that the collaborative teaching method with an emphasis on the jigsaw method has had a significant impact on the critical thinking of students and on the components of analysis, evaluation, inference, deductive reasoning, but it has not had a significant impact on the component of inductive reasoning.

The aim of this study was to compare the impact of formal and informal cooperative group’s on students’ academic achievement and knowledge retention. For this purpose among 680 students in grade 9 at Karaj city, 60 students were selected by cluster sampling and divided into three groups. The first group by traditional way, the second group by formal cooperative group and third group with informal cooperative group in social studies lessons were taught. Collected data from the implementation of the three strategies using covariance analysis and Tukey test were analyzed. The findings show that academic achievement and knowledge retention level of students who receive education with formal and informal collaborative groups better than students who trained by lecture method, But students’ knowledge retention between the formal and informal cooperative groups was not significant difference. According to the findings, formal and informal collaborative groups can be effective in students’ academic achievement and knowledge retention.