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What is Jigsaw

Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Collaborative learning technique used for reducing conflict among students during group work.
Published in Chapter:
Collaborative Learning as a Pedagogical Tool to Improve Students' Learning
Emmanuel Adjei-Boateng (University of Ghana, Ghana) and Ernest Ampadu (University of Ghana, Ghana)
DOI: 10.4018/978-1-5225-3873-8.ch007
Abstract
There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.
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More Results
Using E-Learning to Increase Opportunities in CTE and Adult Education: Integrating Face-to-Face with Two-Way Interactive Video Instruction for Career and Technical Educators
A cooperative learning strategy that enables a student or group of students to master the material for one aspect of a learning unit, and then teach it to the rest of the class.
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Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions
An instructional strategy that splits up a large text or group of texts among students. Students thoroughly read their assigned text then teach it to other students who have not read that text.
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Fostering Collaboration in CSCL
Suitable when the subject matter is particularly complex but easily fragmented or analyzed from different perspectives. It envisages two phases: during the first phase each of the so-called “expert groups” have to investigate a different aspect of the complex topic. In the second phase, new groups are formed, called “jigsaw groups,” each of them composed of one representative from each of the expert groups. Within the jigsaw group, each student is asked to contribute his/her experience to the rest of the group, so that at the end all groups get a complete overview of the topic. Usually, jigsaw groups have to produce an oral or written presentation, but any other artifact can be chosen if it is able to provide an overall view of the topic.
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Positive Energy: Investigating Alternative Energy Use in Middle Schools
A teaching method that divides students into groups, assigns each person in the group to a particular task, and the group comes back together allowing each person to share what he or she learned while completing the task.
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