Teaching Chemical Equilibrium with the Jigsaw Tech

Authors: Kemal Doymus

Publish Date: 2007/05/22

Volume: 38, Issue: 2, Pages: 249-260

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Abstract

This study investigates the effect of cooperative learning jigsaw versus individual learning methods on students’ understanding of chemical equilibrium in a firstyear general chemistry course This study was carried out in two different classes in the department of primary science education during the 2005–2006 academic year One of the classes was randomly assigned as the nonjigsaw group control and other as the jigsaw group cooperative Students participating in the jigsaw group were divided into four “home groups” since the topic chemical equilibrium is divided into four subtopics Modules A B C and D Each of these home groups contained four students The groups were as follows 1 Home Group A HGA representing the equilibrium state and quantitative aspects of equilibrium Module A 2 Home Group B HGB representing the equilibrium constant and relationships involving equilibrium constants Module B 3 Home Group C HGC representing Altering Equilibrium Conditions Le Chatelier’s principle Module C and 4 Home Group D HGD representing calculations with equilibrium constants Module D The home groups then broke apart like pieces of a jigsaw puzzle and the students moved into jigsaw groups consisting of members from the other home groups who were assigned the same portion of the material The jigsaw groups were then in charge of teaching their specific subtopic to the rest of the students in their learning group The main data collection tool was a Chemical Equilibrium Achievement Test CEAT which was applied to both the jigsaw and nonjigsaw groups The results indicated that the jigsaw group was more successful than the nonjigsaw group individual learning method

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