- 期刊
探討西元2000－2019年相關文獻不同目標結構下拼圖法合作學習在科學教育的應用
Exploring the Application of Jigsaw Cooperative Learning Strategies in Science Education Within Different Goal Structures: A Review of Relevant Literature From 2000 to 2019
摘要
本研究回顧2000－2019共20年間，Scopus資料庫中拼圖法（jigsaw）合作學習教學策略在科學教育應用的29篇文獻，透過內容分析法分析各文獻，主要針對「學生的學齡階段」、教師採用的「目標結構設定」，以及教師「培養學生成為的專家類型」進行分析。學生的學齡階段分為：國小、中學（國中、高中）和大學階段。目標結構設定分為：合作型、小組競爭型和個體化目標結構。教師培養學生成為的專家類型則分為：知識型專家、能力型專家和態度型專家。研究結果發現：（1）對於合作學習沒有經驗的學生或是年紀較小的學生，較適合小組競爭型的目標結構；（2）對於較為抽象的知識，學生較不信任藉由拼圖法合作學習得到的知識內容；（3）拼圖法合作學習策略中，組員能否透過練習成為專家，是其成功的重要關鍵。最終，透過文獻分析結果，提出未來拼圖法合作學習的研究方向，以及教師教學實踐上的建議。
並列摘要
This study reviewed 29 literatures in the Scopus database on the application of jigsaw cooperative learning and teaching strategies in science education during the years from 2000 to 2019, and analyzed the literature through content analysis. The analysis framework mainly focused on the "school grades of students," the "goal structure setting" adopted by teachers, and the "type of experts that teachers cultivate students to become." The school grades of students were divided into elementary school, middle school (junior high and senior high school), and university stage. The goal structure setting was divided into cooperative, group competition, and individualized goal structure. The types of experts that teachers train students to become were analyzed in terms of knowledge (conceptual knowledge understanding, academic achievement), ability (operational, cooperative learning), and attitude (playing an expert role and cooperating with experts). The results of the study found that: (a) for students who have no experience in cooperative learning or for younger students, the group-competition goal structure is more suitable; (b) for more abstract knowledge, students have less confidence in the knowledge content learned through jigsaw-style cooperation; (c) in the jigsaw cooperative learning strategy, whether team members can become experts through practice is an important key to their success. Finally, based on the study results, future research directions of jigsaw-based cooperative learning and suggestions for teaching practice were put forward.