The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts among the Fourth Graders of Bani Kinana Directorate of Education

Autor/in	Hamadneh, Qaseem Mohammad Salim
Titel	The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts among the Fourth Graders of Bani Kinana Directorate of Education
Quelle	In: Journal of Education and Practice, 8 (2017) 5, S.127-134 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Science Instruction; Scientific Concepts; Teaching Methods; Grade 4; Elementary School Students; Experimental Groups; Control Groups; Achievement Tests; Statistical Analysis; Test Validity; Test Reliability; Science Tests; Science Achievement; Instructional Effectiveness; Cooperative Learning; Pretests Posttests; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Testvalidität; Testreliabilität; Unterrichtserfolg; Kooperatives Lernen; Ausland
Abstract	The study aimed to identify the effect of using Jigsaw strategy in teaching science on the acquisition of scientific concepts among the fourth graders of Bani Kinana Directorate of Education compared to the traditional way. The study sample consisted of 70 male and female students, divided into two groups: experimental and control where the students of the experimental group studied through the Jigsaw strategy and the students of the control group studied the same units in the traditional way.An achievement test was developed in the mentioned units of science to measure the extent of the acquisition of scientific concepts, which had sufficient validity and reliability. The test was applied on the study sample and the appropriate statistical analyses were conducted. The results indicated that there were statistically significant differences at the significance level (0.05) for the variable of the group in the post measurement as the value of (F) was (18.366) by a statistical significance of (0.000), and the differences were in favor of the experimental group and that there were no statistically significant differences at the level of (0.05) for the variable of gender. The researcher recommended the adoption of the teaching method by using the Jigsaw strategy in teaching science because of its effect on the acquisition of scientific concepts. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01