拼图方法对学生教育成绩的影响:系统审查和元分析
Océane Cochon Drouet1,2, Vanessa Lentillon-Kaestner1, Nicolas Margas2
1Teaching and Research Unit in Physical Education and Sport, Haute Ecole Pédagogique du Canton de Vaud, Lausanne, Switzerland.
吉格索合作学习战略对学生的学习和社会成果产生了不一致的影响. 结果的变化可能源于样本大小,课堂多样性和内容类型,建议进一步研究以有效实施.
科学领域:
- 教育心理学教育心理学
- 合作学习策略 合作学习策略
- 系统性审查和元分析
背景情况:
- 合作学习方法,如拼图策略,被认为是促进包容性教育,但未得到充分利用.
- 拼图方法被认为易于实施,并有增强社交和学习的潜力,使其对教育工作者具有吸引力.
研究的目的:
- 系统地审查和元分析Jigsaw方法对关键学生教育成果的影响.
- 确定和量化Jigsaw战略对学生成绩,动机,社会关系和自尊的影响.
主要方法:
- 对69项拼图研究进行了系统审查.
- 归纳和演主题分析确定学习,社会关系和自尊是主要结果.
- 分析量化了对成就 (n=43),动机 (n=5),社会关系 (n=4) 和学术自尊 (n=4) 的影响.
主要成果:
- 拼图方法显示了不一致的效果和高变异性跨研究的成就,动机,社会关系,和学术自尊.
- 社会自尊是唯一具有持续积极影响的结果,尽管仅基于三项研究.
- 在单个研究中观察到均的结果,与研究间的变异性形成鲜明对比.
结论:
- 拼图方法有效性的变化可能会受到诸如样本大小,学生多样性和内容类型等因素的调节.
- 对这些调节因素的实证测试对于优化Jigsaw战略的实施至关重要.
- 需要进一步的研究,以了解如何更有效地实施拼图方法,以实现所需的教育成果.
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