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Jigsaw Teaching Technique for Teaching Science

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© 2019 IJRAR June 2019, Volume 6, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)

Jigsaw Teaching Technique for Teaching Science.

Dr. Poonam Dhull*

*Assistant Professor, R.L.S. College of Education Sidhrawali, Gurugram
Ms. Gunjan Verma**
**Senior Research Fellow, Department of Education, M.D. University, Rohtak

Abstract

With the changing scenario of education, various teaching strategies are being implemented. The objective of these strategies is to
develop interest of students through cooperation and collaboration. Among the cooperative learning strategies, jigsaw learning
technique has been found to be highly effective. The present study illustrates the concept and procedure of jigsaw teaching method.
This method was developed by social psychologist Elliot Aronson (1971) to strengthen the bond among pupils regardless of their
race, gender or locality. A sample lesson plan has also been developed by the investigators on teaching ‘Force and Pressure’ from
science textbook for class 8th following jigsaw teaching technique.

Keywords: Jigsaw Teaching Technique, Cooperative Learning Strategy, Students.

Introduction

In the field of education, cooperative learning is one of the cardinal innovative practice. It can be described as an instructional strategy
which employs motivational techniques to make learning more interesting and relevant (Cornelius-Ukpepi et al., 2016). Several
researchers suggested that if implemented well, cooperative learning strategies increased students’ motivation, learning, reasoning,
thinking skills, student achievement and, active learning. It was also found that these techniques lessen the anxiety and disruptive
behaviour of students. By working in a ‘team’ or ‘cooperative groups’ the students get an opportunity to develop interpersonal skills
which will be helpful in their future careers. Unlike personal learning or competition in the classroom, this approach encourages
students to sink or swim together. Here, the students are responsible for the learning of others as well as themselves.

Johnson et al., (1991) presented six characteristics of cooperative learning groups i.e., positive interdependence, individual
accountability, face to face promotive interaction, appropriate collaborative skills, group processing, and heterogeneous groups.
Cooperative learning has been used for several years for enhancing students’ achievement. In this strategy, learners are assessed
individually and are held responsible for sharing and mastery of subject matter. It is a methodology that employs a variety of teaching
activities to improve the understating of students.

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STAD
(Student-
Teams
Achievement
DIvision)

Team Pair Think-Pair-

Solo Share
Types of
Cooperative
Learning
Strategies

Round Robot
Reciprocal
Brain
Teaching
Storming

Fig. 1.1: Types of Cooperative Learning Strategies

Jigsaw Teaching Strategy

The jigsaw teaching strategy is a collaborative learning approach, which was first developed by Elliot Aronson (1971). The goal of
the approach is to study the learning material in groups to achieve specific objectives. Aronson (2005) developed a detailed series of
steps to carry out jigsaw teaching strategy. This method is used often because of its flexible structure. The strategy was developed to
reduce racial conflict and promote students’ (belonging to minority) learning outcomes. The concept of this strategy is based on the
individuality of students. It is believed that each student is different and as a member of the team he/she contributes uniquely.
This strategy draws a direct image of a jigsaw puzzle where each student represents a piece of the puzzle. As the final image of a
puzzle constructed from fitting together separate pieces, each student presents his/her assigned academic tasks to complete the puzzle.
Thus, it can be concluded that each student plays a vital role to complete the assignments given by the teacher by cooperating with
other students. Although students can learn on their own, this strategy provides an opportunity to listen to the perspective of the other
students. It may also be inferred that this strategy enhances the quality of education. In addition to this, students learn to take personal
responsibility for their task.

Steps for Teaching Jigsaw Teaching Technique

The strategy can be implemented by using four steps. A detailed description of the steps is provided in the figure given below:

Steps for Jigsaw

Teaching
Technique

1) Planning and 2) 3) 4)
Preparation Implementation Observation Reflection

Fig 1.2: Steps for Jigsaw Teaching Technique

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1) Planning and Preparation:

 The teacher selects the chapter to be taught in the class for the next lecture.
 The chapter is divided into 5-6 subtopics (according to the number of students in a group).
 The teacher should prepare an observation sheet to record the performance of students (individually and as a whole group).
 The quiz should be prepared beforehand to assess the changes in the knowledge of students.
 An assignment or project can also be given to the students to measure their work as a group.
 The teacher should prepare clear instructions for students and he/she should also explain the critical terminologies so that
students can understand the topic easily.
2) Implementation:
 The teacher should introduce the lesson and outline the sub-topics to be covered.
 Next step is to divide the whole class into heterogeneous home groups/ teams. Each team is consisting of 5-6 students.
 Each member of the home team is assigned a sub-topic to master.
 After mastering the topic, each member of the home team meets with the other members of home teams to make expert
teams to study and discuss the sub-topics. Thus, these expert groups consist of students with identical sub-topics.
 These experts discuss and present their topics. This step is very important because students hear the perspectives of others.
This helps to enhance their communication skills and help them to solve any query. This is particularly helpful for the
students who face the problem in understanding the task on their own.
 Experts then return to their original home teams to teach their sub-topics to other members of the team. Here, students are
accountable for individual learning and the success of the group as well.

Home Home Home Home

Group 1 Group 2 Group 3 Group 4

Expert Expert Expert Expert

Group 1 Group 2 Group 3 Group 4
Fig. 1.3: Illustration of Home Groups and Expert Groups

3) Observation

 The teacher observes the interaction among students. At this stage, the teacher also acts as a facilitator and guide. It is
important that every student presents their topics.
4) Reflection:
 This step assesses the student by giving assignments and quizzes are given to the students individually.
 The teacher also provides feedback based on the performance of an individual and whole groups.

Role of the Teacher in Implementing Jigsaw Strategy

 The teacher is an organizer of resources and himself.
 The teacher is a guide whose role is to direct the classroom procedures and activities smoothly.

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 The teacher should be able to analyze the needs of the students. He/she determines and responds according to the learner’s
linguistic needs.
 The teacher should monitor, encourage and bridge gaps in students’ use of strategies.

Use of Jigsaw Teaching Technique at Lower to Higher Level of Education for Various Subjects

Maden (2011) recommended that jigsaw teaching technique can be used for teaching language skills. This strategy also has a positive
effect on student success and participation in learning a language. It is also useful for teaching various subjects in schools by breaking
them down in parts. Walker et al., (2015) reported that jigsaw method is a new education tool for the medical curriculum, it allows
for peer discussion of a large amount of material in a short period of time. Aydin and Biyikli (2017) also concluded that the jigsaw
technique has positive effects on student success and participation in learning and making the physics experiments. They further
found that this method will be beneficial for the elimination of misconceptions about particular subjects. In support of this, Shahri et
al., (2017) recommended that jigsaw learning technique is a proper method for teaching physics. Karacop and Diken (2017) also
suggested that science teachers can develop the cognitive skills of students by employing the jigsaw technique and integrating it into
laboratory practices. They revealed that the jigsaw technique is effective for teaching theoretical and practical aspects of science.
Nurbianta and Dahlia (2018) reported that the jigsaw method motivated the students for learning and encouraged the students’ interest
in the English lesson. It is also an enjoyable and educational method to learn.

Lesson plan on Force and Pressure by using Jigsaw Strategy

Topic: Force and Pressure Class: 8th

Number of Students: 24 Duration of Lesson: 50 Minutes
 Objective: The students will be able to understand the concept of force and pressure.
 Sub-Topics: Concept of Force, Contact Forces, Non-Contact Forces, Concept of Pressure.

Day One:

 The teacher will explain the jigsaw teaching technique in detail to the students.
 4 heterogeneous home groups will be created by the teacher using random selection method. Each home group consists of 4
students (number of groups and students may vary according to the class size). The teacher must appoint a leader in every
group to manage the tasks.
 After group formation, the teacher announces the topic (Force and Pressure) and outlines the sub-topics.
 The teacher will assign sub-topics to each member of the home group.
 After assigning the topics, students will be instructed to study by themselves. The teacher will make rounds to guide the
students and to explain critical terminology to the students.

Sub-Topics:
1) Concept of Force
2) Contact Force
3) Non-Contact Force
4) Concept of Pressure

A1 A2 B1 B2 C1 C2 D1 D2
A3 A4 B3 B4 C3 C4 D3 D4
Home Group 1 Home Group 2 Home Group 3 Home group 4

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Day Two:
 After mastering their own topics, the students are instructed to form expert groups. Students with identical topics will meet
and form 4 expert groups.
 At this stage, every student must prepare and present his/her topic. 10 minutes should be assigned to every student for
presenting the topic.
 The teacher will also observe the students and explain critical terminologies like gravitational force, muscular force, etc to
students.

Expert Groups

A1 B1 A2 B2 A3 B3 A4 B4
C1 D1 C2 D2 C3 D3 C4 D4

Expert Group 1 Expert Group 2 Expert Group 3 Expert Group 4

Sub-Topics Distribution of Topics in Expert

Groups
Concept of Force A1, B1, C1, D1
Contact Force A2, B2, C2, D2
Non- Contact Force A3, B3, C3, D3
Concept of Pressure A4, B4, C4, D4.

Day Three:
 After mastering the topics, the students will return to their home groups and discuss their topics.
 The teacher will now prepare an observation sheet to assess each student and their progress. The desirable behaviour to be
noted may be: 1) Group 1 is able to proceed in a logical sequence starting from the concept and ending on the conclusion.
2) Students are able to have patience with each other. 3) Students can explain the concept by using the example. 4) Students
do not require any outside direction or help.
Day Four:
 On the fourth day, the teacher assesses the knowledge of students through an individual test and a group assignment.
 The questions should be prepared beforehand by the teacher to reflect on the whole process. Example- 1) Name the types
of force? 2) give examples of Non-contact Force?
 A discussion should be held where the teacher asks the response of students regarding jigsaw teaching technique. To reflect
on the process some questions can be asked such as: What did you like about the activity? What did you dislike about the
activity? How did you feel about teaching your peers on force and pressure? What is the most important thing who have
learned from this activity? If given a chance what will you do differently next time?

Educational Value of Jigsaw Teaching Strategy

Many researchers have suggested that jigsaw teaching technique is successfully used in teaching various subjects. Darnon et al.,
(2012) found that the jigsaw technique proved beneficial for increasing students’ self-efficacy in vocational training courses. The
strategy can also be used to improve the learning of teachers. According to Van Wyk (2015), “Teachers expressed positive attitudes
towards jigsaw learning and enjoyed the group spirit”. Sabbah (2016) suggested that the jigsaw strategy empowers the students to
take charge of their learning, retention, peer tutoring, communication skills and, retrieval of concepts. It was also found that this
strategy decreases stress, tension and, absent-mindedness. Bhandari et al., (2017) also reported that subsequent presentation helped
the students in overcoming hesitation and shyness.
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© 2019 IJRAR June 2019, Volume 6, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)

The Jigsaw teaching strategy is a collaborative learning strategy which can be extensively used at lower to a higher level of education.
According to Bogam and Khan (2016), “the traditional didactic lecture method needs to be replaced by an interactive method like
Jigsaw to facilitate learning among medical students”. Thus, it can be inferred that jigsaw is effective for any subject and at any level
of education. Hidayah et al., (2017) concluded that cooperative learning strategies such as the jigsaw model and make a match can
significantly increase the activeness of students in a third-grade classroom. In support of this, Garcia et al., (2017) also found that
students preferred non-traditional methods of teaching and collaboration as they resulted in effective learning.

Adams (2013) reported that pupils developed an interest in working with other students. They also cultivated good habits. It was also
found that students were able to answer the questions more confidently. In support of this, Garcia et al., (2017) also found that jigsaw
is an effective strategy which allows students to learn through cooperation instead of rote learning and isolation. Aydin and Biyikli
(2017) found that jigsaw technique created an effective learning environment. The students were noted to express their ideas better
as a result of a cooperative environment. In support of this Bhandari et al., (2017) also reported that jigsaw activity promoted better
bonding among students as well as teachers. Jigsaw method helps in the development of scientific process skills of learners. It was
also found that learners’ affective domain was also influenced by the jigsaw strategy (Karacop and Diken, 2017).

Conclusion

The main goal of teaching is to create a meaningful learning experience for students and teachers. Research studies in the area suggest
that jigsaw teaching technique is much more effective than lectures because it focuses on cooperation. Cooperation is a predominant
characteristic of humans which helps them in bonding. This strategy also focuses on several aspects such as maintaining a harmonious
relationship among students and helping slow learners. To achieve this objective a leader is appointed in every group so that every
student gets a chance to present their ideas without feeling inferior. To help slow learners, expert groups are created so that they can
learn from others and have enough time to understand the topic. Thus, it can be concluded that jigsaw teaching technique is an
effective method for enhancing the performance of students and maintaining an interactive classroom.

References

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