Explains the cooperative learning technique of jigsaw. Details the use of a jigsaw lesson for explaining complex numbers to intermediate algebra students. Includes copies of the handouts given to the expert groups. (Author/ASK)

Hypothesizes that the construction of visual models, resolution of these visual models with numeric models and, in many cases, rejection of commitments such as the belief in one true velocity, are necessary for students to form integrated mental models of relative motion events. Studies high school students' relative motion problem solving.…

Research has determined that cooperative learning has positive effects in physical education. This article presents five important components of cooperative learning to help physical educators maximize learning (team formation, positive interdependence, individual accountability, positive social interaction, and group processing), describing five…

There is a rich theoretical base for cooperative learning. Three interrelated types have been developed (formal, informal, cooperative base groups) that provide a framework for effective college teaching. However, too much emphasis is placed on developing the skills of individuals and too little on creating learning communities within which…

Reviews technological, psychological, ideological, and sociological (descriptive and prescriptive) perspectives of education and school reform, and elaborates the psychological, highlighting the theories and influences of Howard Gardner (assessment, curriculum, teacher education, community support), William Glasser (human needs, staff development…

Studied whether cooperative editing would significantly decrease the mean number of major (nonstandard) grammar errors on papers written by college freshmen in remedial composition courses. Four classes (79 students) were divided into control and treatment groups, with the treatment groups using researcher-developed cooperative editing exercises.…

Discusses how to encourage students to participate effectively in groups, both in the classroom and in extra-curricular activities, and relates it to information literacy. Topics include learning communities; collaborative learning; task-oriented versus process-oriented support; and running effective meetings. (LRW)

Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

Investigates the effectiveness of two teaching methods on students' achievement and attitudes toward science. Assigns a unit on living organisms and uses both a traditional teaching approach and the jigsaw cooperative method, and uses a 20-item multiple choice test to evaluate student achievement. (Contains 14 references.) (Author/YDS)

Introduces an entry level mineralogy/igneous petrology course designed for undergraduate students and presents a series of learning activities based on individual and cooperative learning. Includes 18 references. (Author/YDS)

Describes the five-year evolution of a multi-sectioned precalculus course for business and health professions majors at the University of Hartford. Concludes that students have benefited from the revised course that uses the graphing calculator, calculator-based laboratory (CBL), and group work. (ASK)

Uses qualitative analysis to understand how middle school students thought about and approached problems while they wrote descriptions of why and how they solve problems. Indicates that rich learning experiences are possible when writing is used as a way to prepare for small group discussion in mathematics. (Contains 13 references.) (Author/ASK)

As the Pokemon game craze illustrates, the combination of peer education and technology makes for powerful educational experiences. Educators need to accept technology-based peer education as a help rather than a hindrance to improve educational outcomes for students. (SLD)

Investigates the effects of cooperative learning instruction versus traditional teaching methods on ninth-grade students' (n=770) earth-science achievement in secondary schools. No significant differences were found between the experimental groups and the control groups on overall achievement, knowledge-level, and comprehension-level test items,…

Examined the implementation effects of a course on cooperative learning for Dutch student teachers. Data from surveys, pre- and post-course observations, and comparison of treatment of control groups indicated the course was effective in teaching participants to implement cooperative learning. The course positively affected the engagement rates of…