The Jigsaw Cooperative Learning Can Improve Chemistry Education Research has indicated that the jigsaw strategy is an effective way to develop students’ collaboration skills, science knowledge, and positive attitudes toward science. The jigsaw strategy is particularly effective for leaming topics that can be easily divided into subtopics and require accessing substantial amounts of information. Six Key Phases 1, Provide structure ~The teacher assigns students to groups. Each student is assigned a subtopic. 2. Acquire expertise ~ Students become ‘experts’ by individually researching their subtopic. This can be done through a closed or an open structure. Students meet with other experts researching the same subtopic. The teacher Visits the groups to assist students in Working together, and making sure that information is accurate ‘Teach each other ~ Students return to their group to teach each other. ‘Test students’ understanding — The teacher assesses students’ understanding of the whole topic. ‘Synthesize — The teacher asks each group to solve a problem that requires students to synthesize ‘what they have leamed front the whole topic. 6. Process group work ~The students reflect on what was done well and what improvements can bbe mace in collaborative skills. Al] B A alle c][> clo clip € Base Group (Each student Is assigned a subtopic.) [A] [a Expert Group ALTA (Students discuss if the subtopic and agree on how they can teach their base group w members.) Ere] 8 Base Group clfo (Students return to [e| their base groups to take tums teaching each other.) References Aronson, E. & Patnoe, $. (1997). The jigsaw classroom: Building cooperation in the classroom. New York: Longman. Eiks, I. (2005). Experiences and reflections about teaching atomic structure in a jigsaw classroom in lower secondary school chemistry lessons. Journal of Chemical Education, 82(2), 313-319. Lazarowite, R. & Hertz-Lazarowitz, R. (1998). Cooperative learning in the science curriculum. In B.J. Fraser & K.G Tobin (Bds.) International handbook of science education (pp. 449-469), Schneider, M., Vansickle, R-L., Patton, M. & Bailey, S.K. (1996). Jigsaw Il: Cooperative learning with expert group specialization in science classrooms. In R. J. Stahl (Ed.) Cooperative learning in science: A handbook for teachers (pp. 147-166), Menlo Park, CA: Addison-Wesley.