本報告は千葉大学教育学部吉田雅巳研究室オンラインゼミ（2020 年 8 月 18 日） で発表された，課題研究報告である。 This report was presented at the online seminar of Yoshida Laboratory, The Faculty of Education, Chiba University, 18 August 2020, as an assignment of investigation. Comparison of Various Jigsaw Strategies 様々なジグソー法についての比較 CHENG, Lijun 程 麗君 Research student, The Faculty of Education, Chiba University 千葉大学教育学部専攻 Comparison of Various Jigsaw Strategies ABSTRACT This study reviews the development processes of Jigsaw strategies, and aims to investigate the variety of Jigsaw methods and compare their characteristics. Previous studies confirmed that the Jigsaw technique is an effective cooperative learning technique that promotes positive attitudes and interest in students for developing inter-personal skills. Meanwhile, it has significantly increased students' academic achievements compared to traditional methods. Analyzed papers related to the Jigsaw method were collected, and then the similarities and differences in the development process were summarized, while elucidating the significance of the improvements. From this process, it is found that the Jigsaw technique has some limitations. Therefore, this review will put forward some suggestions about how to improve this technique. 概要 この研究では、これまで提案されたジグソー法の発展プロセスを調査し、その特性を比 較することを目的としている。 先行研究では、ジグソー法が人間関係の技能を伸長す るための学生の前向きな姿勢と興味を促進することを狙った協同学習の一類型である とされる。 同時に、従来の方法と比較して学生の学業成績を大幅に増加させたことが 報告されている。 本調査では，ジグソー法に関連する分析論文を収集し、発展の中で の改善点について注目し、発展プロセスの類似点と相違点についてまとめた。 その結 果、ジグソー法にはいくつかの制限があることがわかった。 そして，この手法を改善 するための提案をおこなった。 Key words: Jigsaw method; investigation; limitations; significance キーワード：意義；ジグソー法；制限；調査 1．Introduction As an individual, each student’s abilities, learning styles, thinking styles, motivation levels and interests differ from each other. The same teaching technology can not satisfy everyone's needs. The modern educational system and science education advocate the use of student-centered instructional methods and techniques, which can help the students to master their knowledge, and thus will assist them to apply this knowledge to their daily lives. To adapt to the changes in the world, educational methods should also change at the 1 same time. According to the MEXT (The Ministry of Education, Culture, Sports, Science, and Technology) website, an Active Learning & Curriculum Management Summit was held in 2018 and 2019. The themes of the 2019 Summit included the following. 1）Promote improvement of learning and teaching methods from the perspective of active learning, which is proactive, interactive, and based on the essential learning of subjects. 2） Research on curriculum management to foster the qualities and abilities required in the coming era. 3）By setting up a place to publicize the research results of the active learning promotion project and curriculum management research, and by giving a lecture that organically links them, the summit will be more effective based on both research results, and encourages the realization of educational practice. Active learning, in the general literature, does not refer to a specifically defined pedagogy but was popularized in the literature on higher education as a way to describe more active, student-centered forms of learning. Popularized in the early 1990s (Bonwell, 1991), cooperative learning is known as one of the approaches to active learning. Jigsaw is one of the cooperative learning techniques that has been widely used for years. 1.1 Three aims of this review: 1) To compare previously proposed variations of Jigsaw strategies in terms of the procedure for the class process. 2) To compare the evolution of the student communication component in the Jigsaw method at each step. 3) To understand the differences of intended targets of activities, especially the expected competencies of students developed through communication. 2. Background of Jigsaw Strategies In the 1970s, there was observable competitiveness in every area between society and classroom. Competitiveness is not inborn, but it seems to be so because it is learnt at a very early stage. Undoubtedly, it is communicated and fostered by the family and the media. However, one of the major places where competitiveness is taught, indirectly but systematically, is the classroom. Schools can provide an environment to minimize malicious competition, and moreover, provide a place where we can better learn to cooperate. Therefore, a more scientific teaching method is important. Under this situation, the Jigsaw technique was proposed (Elliot Aronson, 1978). Based on the principle elements of cooperative learning proposed by Johnson and Johnson (1999), the Jigsaw technique is built using the following principles, and also has 2 its own characteristics. 1) Positive interdependence: the element of "required" interdependence among students, which makes this a unique learning method, as well as the interdependence that encourages the students to take an active part in their learning (Elliot Aronson, 1978). 2) Individual and group accountability: like a piece in a Jigsaw puzzle, every student needs to comprehend all parts of the information to make it a whole when they are in an expert group. After they return to the home group, they should be responsible for sharing what they have learnt in the expert group that ensures successful learning. 3) Interpersonal skill: this technique is not only focused on fixed knowledge learning, and it aims at capacity building. The students can get some cooperative skills from the learning process. 4) Positive interaction: Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other to build comprehension (Marhamah & Mulyadi, 2013). Face-to-face study is necessary for the students to encourage and support each other. 5) Group processing: this is a group-based technique, so whether the students can get good outcomes is determined by which processes work well. It should be altered when outcomes are not good. 2.1 Process of Jigsaw activities The original Jigsaw model has three stages: 1) students are divided into home groups and expert groups, 2) a short time later they return back to the home group and share the information that they learnt from the expert group, and 3) students participate in a test about what they have learnt from the two groups. Number Procedure Group Activity 1 Grouping Home 2-6 people are grouped group Learn the same topic Research the sub-topics of the unit assigned to them Expert Come together with the students researching the group same topic Share the research results with each other Amend the ideas about how to explain the topic to their classmates 2 Return to Home Share what they have learnt with each other the home group Teach all parts of unit to each other group 3 Evaluation Partake in a test covering all units 3 The scores gained in the test are assessed individually (Akif, 2016) 3. Literature review The special characteristics are found in the learning process. Everyone in Jigsaw is a part of a larger academic puzzle. Each student teaches the other group members a part of the puzzle, and has a responsibility for ensuring that everyone can learn all component parts. Everyone is in the position to bring unique knowledge that allows a group member to treat each other as a reference. The Jigsaw technique has quite flexible practices with limitless variations. In other words, although the number of students and topics are fixed, they can be improved in various forms. It also can be used across many different subjects. To date, the following seven types of Jigsaw techniques have been proposed: 1) Original Jigsaw (Aronson, 1978) 2) Jigsaw II (Slavin, 1987) 3) Jigsaw III (Stahl, 1994) 4) Jigsaw IV (Holiday, 2000) 5) Reverse Jigsaw (Hedeen, 2003) 6) Subjects Jigsaw (Doymus, 2007) 7) Communication Jigsaw (Yoshida, 2018) From Jigsaw II to Communication Jigsaw, all of these are based on the structure and principles of the original Jigsaw. The above-mentioned techniques basically resemble each other except that there are small procedural differences among them. The intended aim of each Jigsaw method and the results obtained are different, and they exist independently as a variant of the original Jigsaw. The students are initially divided into groups. Then, the academic material is divided into subtopics that are assigned to the members of each group. After students report the results of their investigation and discuss with their home group, they are reorganized into expert groups. These new expert groups discuss their shared subtopic toward gaining complete knowledge on the entire topic. The students then return to their original group to report on the conclusions of each subtopic and assimilate what they have learnt (Yoshida, 2018). 4 4. Comparison of Jigsaw systems The following Table 1 shows a comparison of previously proposed Jigsaw methods based on lesson processes. Table 1 Comparison of Jigsaw types Jigsaw II Jigsaw Reverse Jigsaw Communication Jigsaw I Jigsaw IV Subject Jigsaw Ste Class Process (Turkmen, III(Turkmen, (Doymus, Karacop, & Jigsaw (Yoshida, (Sahin, 2010) (Turkmen, 2015) (Sezek, 2013) p 2015) 2015) Simsek, 2010) 2018) 1 Beginning -> -> -> Introduction -> -> -> Formation of 2 Original Group -> -> -> -> -> -> home group All members of a Each member has Each member has 3 Assignment -> -> -> -> group assigned different topic different topic same topic Show indicators 4 Homework -> -> -> -> -> -> that students investigate Involves mixing Formation of both the subtopics Homework is to