The use of Collaborative Jigsaw Kit (CoJiK) in developing innovative science learners

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Learning Science andMathematics in the Classroom:

Case Studies ofSuccessful Practices

EditorsJOHN LEACH

NUR JAHAN AHMADSuhaidah Tahir

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Southeast asian Ministers of Education Organisationregional Centre for Education in Science and Mathematics

Copyright © 2014 SEAMEO RECSAMLearning Science and Mathematics in the Classroom:

Case Studies of Successful Practices

For more information about this book contact:The Director

SEAMEO RECSAMJalan Sultan Azlan Shah

11700 GelugorPulau Pinang, Malaysia

Tel: +604-6522700Fax: +604-6522737

Email: [email protected]: http://www.recsam.edu.my

Publication by:SEAMEO RECSAMPenang, Malaysia

All rights reserved, except for educational purposes with no commercial interests. No part of this publication may be reproduced, transmitted in any form or by any means, electronic or mechanical including photocopying, recorded or by any information storage or retrieval system, without prior permission from the Director, SEAMEO RECSAM.

ISBN: 978-967-930-037-6

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PrefaceThis book is a compilation of articles by teacher-researchers which were developed following the Fifth International Conference on Science and Mathematics Education (CoSMEd 5) held in Penang in November 2013. The conference was hosted by the Southeast Asian Ministers of Education Organisation - Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Established by the Southeast Asian Ministers of Education Organisation (SEAMEO) in May 1967, RECSAM is committed to nurturing and enhancing the quality of science and mathematics education in the SEAMEO Member Countries of Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor Leste and Vietnam.

RECSAM supports excellence in science and mathematics education across a wide range of countries. One vehicle for achieving this is bringing together expert teachers who have researched their own practice, and supporting them to develop their classroom studies for dissemination to other teachers through publication. The articles that appear in this book were carefully selected through a three-stage process of expert review and revision. The book presents 22 classroom studies organised into two sections addressing, respectively, science and mathematics education. The Conference had academic Tracks, and the studies represented in the chapters of this book represent a spectrum of the best work across the Tracks. The Conference Tracks were:

• Assessing Student Performance (School-based, Centralised,lnternational)

• lnternationalising the Curriculum (21st Century Skills, SustainableEnvironment, World Peace, STEM Education)

• Transforming the Learning Environment (Inquiry-Based ScienceEducation [IBSE])

• DevelopinglnnovativeLearners• UsingTechnologyasEnablers• Enhancing Teacher Professional Learning Communities (Lesson

Study, Peer Coaching)• EngagingtheZ-gen(Game-basedlearning,SocialNetwork)• Learning beyond the Classroom (Museum, Science Centre, Science

Fairs, Field Trips, lnvolving the Public)

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EdiTOrSProfessorDr.JohnT.Leach(UniversityofSheffieldHallam,United Kingdom)Dr. Nur Jahan Ahmad (SEAMEO RECSAM)Dr. Suhaidah Tahir (SEAMEO RECSAM)

EdiTOriaL adViSOrY BOardSEAMEO RECSAMDr. Corrienna Abu Talib Mr. Dominador D. Mangao Dr.HazuraAbBakarDr. Kanageswari S. Shanmugan Dr. Koay Suan See Dr. Ng Khar Thoe Dr. Thien Lei Mee

Malaysian Educator ReviewersMs. Boey Mei Li (Penang Free School)Mr. Ch’ng Yeang Soon (Penang Free School)Dr. Devadason Robert Peter (IPG Kampus Ipoh, Perak)Ms. Linda Toh (Penang Free School)Professor Dr. Munirah Ghazali (Universiti Sains Malaysia)Associate Professor Dr. Nordin Razak (Universiti Sains Malaysia)Dr. Norliza Kushairi (IPG Kampus Darul Aman, Kedah)Dr. Shirley Tay Siew Wong (SMK Bandaraya Kota Kinabalu)Professor Dr. Vincent Pang (Universiti Malaysia Sabah)ProfessorDr.ZuridaIsmail(UniversitiSainsMalaysia)

International Educator ReviewersMr. Allan M. Canonigo (University of Philippines)Dr. Asma Almahrouqi (Ministry of Education Oman)Dr. Euno Ryoichi (Japan, attached with Yayasan Pelajaran MARA Malaysia)Ms. Gayatri Balakrishnan (Ministry of Education Singapore)Associate Professor Dr. Lindsey Conner (University of Canterbury,NewZealand)Dr. Mohammed Alzaghibi (Ministry of Education Saudi Arabia)Professor Mohan Cinnappan (University of South Australia)Dr. Wahyudi (SEAMEO QITEP Indonesia)

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Editorial AssistantMs. Ong Mei Yean

PuBLiCaTiON SEAMEO RECSAMMs. Wong Lai Cheng (Copy-edit) Ms. Leong Yik Chin (Type-set)Mr. Muhd Minsya Baharudin (Cover design)Ms. Shaneem Kamarudin (Copy-edit)

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CONTENTPreface iiiPanel of Reviewers iv-vAcknowledgements ixSection 1: Case Studies from Science Education 1Chapter 1: 3Effectiveness of ‘6N+2-V’ Method in Drawing Octet andExpanded Octet Oxoanions Lewis Structures in ScienceTutorial Classroom

Sathia Kumaran A/ L KrishnanPoh Seok HongNoor Haslina Binti AhmadYvonne A/P Kulandaisamy

Chapter 2: 13Learning Experiences on Global Learning andObservationstoBenefittheEnvironmentWorkshop

Corrienna Abdul TalibNur Jahan AhmadNg Khar ThoeHazura Ab Bakar

Chapter 3: 21Learning Pre-University Organic Chemistry ChemicalProperties in A More Vibrant Way with ProMAP 1.0

Byron MC Michael KadumChapter 4: 52Balloon Molecule Models in Chemistry Classroom

Eng Guan GuchChapter 5: 61Modelling InstructionTM Empowering Students in the21st Century Science Classroom

Kathy MaloneChapter 6: 71Using Card Game to Improve Learning inChemistry Lesson

Lee Sze YienChin Chee Keong

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Chapter 7: 78The Effect of Concept Mapping in Learning PhysicalChemistry among Students of Perak Matriculation College

Lok Wai FoongChapter 8: 89The Use of Collaborative Jigsaw Kit (CoJiK) inDeveloping Innovative Science Learners

Nabilah Abdullah Mohamad Hisyam IsmailMuhammad Furkan Mat Salleh

Chapter 9: 97Musical Mnemonics to Facilitate the Learning ofMatriculation Biology: Glycolysis

Miranda P. YeohChapter 10: 107Problem-Based Learning Improves Students’Achievement in Chemistry on Topic Rates of Reaction

Sharifah Nor Ashikin Bt. S. A. RahmanChapter 11: 123Beware of Lovely but Deadly Plants in Your Vicinities

Lee Shok MeeChapter 12: 140A Study of Mangrove Ecosystem at Tanjung Emas MuarUsing Project-Based Learning

Yazid Abdul Manap Kek Pei Pei

Section 2: Case Studies from Mathematics Education 155Chapter 13: 157Using Bansho Strategy to Improve Pupil’s Ability inWriting Lesson Summary

Cheh Hui Yi Nurul Hidayah Lucy Abdullah

Chapter 14: 171The Use of “Penta-BTOSS” Chart to Improve Year FivePupils’ Problem Solving Skills in Dealing withMathematics Word Problems

Lee Kooi PengNurul Hidayah Lucy Binti Abdullah

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Chapter 15: 195Mudah 10

Lim Soon Ee Tuan Haji Mohamed Akbar bin Nazardin

Chapter 16: 216Using “Story and Music Mnemonic Instruction”to Teach Multiplication and Division Algorithm Process

Soh Ing ChianRosmawati Binti Musa

Chapter 17: 234The Use of Teleangularmeter in the Teaching andLearning of Mathematics

Chew Hock Hin

Chapter 18: 247Preparing Secondary Pupils for DisasterAwareness through a Statistics Lesson

Tan Phei LingLim Chap Sam

Chapter 19: 262Introducing Three-dimensional Coordinate Systems

Drew K. Ishii

Chapter 20: 273Dynamic Learning of the Graph of Quadratic FunctionImproves Understanding

Khor Got Hun

Chapter 21: 284EnhancingHigherOrderThinkingSkillsandSoftSkillsthrough Project Work in Additional Mathematics

Ding Hong Eng

Chapter 22: 298Practising Mathematics Outside of the Classroom

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acknowledgementsThis book was published under the auspices of SEAMEO RECSAM. The opinions expressed in these chapters are those of the authors anddoesnotnecessarilyreflecttheopinionsoftheCentre.

The editors wish to acknowledge and thank the following for their roles in making the publication of the book possible:

• TheCentreDirector,Dr.Hj.Mohd. JohanZakaria forhisleadership and motivation of the RECSAM Conference Committee in organising the 5th International Conference on Science and Mathematics Education (CoSMEd 2013) and in the publication of this book.

• The members of the International and national Panel ofReviewers listed earlier. We acknowledge the effort and expertise of the panel members who contribute to the raising of the quality of the chapters through their diligent and meticulous reviews.

• Theauthorsofeachchapterofthisbook.

• R&Dstaff.

• Allstaffswhoareindirectlyinvolvedinthispublication.

• The Publication Unit of RECSAM who have workeddiligently to ensure the publication of this book.Author's

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CHAPTER 8:

The Use of Collaborative Jigsaw Kit (CoJiK) in Developing Innovative Science Learners

Nabilah Abdullah, Mohamad Hisyam Ismail,& Muhammad Furkan Mat Salleh

Faculty of Education, Universiti Teknologi MARA, Shah Alam, Malaysia

AbstractUniversity students usually have up to four assignments that they must complete for each course taken in a given semester. Apart from tests, students usually carry out case studies or other projects in groups. One way to help reduce students’ academic burden of having to carry out many separate assignments is by using CoJiK – an instructional tool based on Constructivist “Jigsaw Puzzle” concept. When implementing CoJiK, students carry out one ‘big’ science project that is comprehensive enough for them to use and extract the gathered data, and turn them into two different, yet related assignments. CoJiK serves dual purposes: 1) it hones students’ creativity, inculcates team spirit, promotes leadership skills, and enhances research skills, and 2) it helps instructors to culminate students’ work to be used towards the publication of more sophisticated educational resource(s).

Keywords: Constructivism; Creativity; Jigsaw Puzzle; Generic skills Author's

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IntroductionA lot of teaching and learning approaches used by teachers share similar aims: to assist students acquire the necessary knowledge and skills, and to do so in a meaningful manner. Learning is also best if one could do so with and from other people. The collaborative jigsaw approach to teaching and learning is designed to do just that. By using the Collaborative Jigsaw Kit (CoJiK), it is hoped that the teacher is able to get his or her students engaged in investigations of real issues faced by the school (or other learning institutions), and society at large.

BackgroundThe collaborative jigsaw approach highlighted herein adopted and adapted the Jigsaw Classroom concepts introduced by Aronson et al. (1978) and Slavin (1995). The original Jigsaw Classroom was developed to inculcate cooperation among students from varying cultural backgrounds when learning and accomplishing a given academic task (refer to Figure 1). The students – in groups of six -will cooperate by doing different parts of the task to reach a common goal. Each group member responsible for the same task (i.e. those with the same colour) will meet together to discuss, after which they subsequently convene in their original group (i.e. Group 1, Group 2, etc.) to explain and help teach other group members on what needs to be done or learn.

Figure 1. The original collaborative jigsaw puzzle concept.

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The CoJiK Approach to Collaborative LearningThe collaborative approach using CoJiK being suggested herein is somewhat different from the original Jigsaw Classroom whereby it does not quite apply the concept of ‘home’ and ‘expert’ groups. Instead, all students in a class were divided into groups and that each group was required to work on an aspect (in the form of mini project or case study) relating to a specific theme/issue. The students in their respective groups would, in other words, be ‘masters’ or ‘experts’ in that aspect. Upon completing the task, all groups then will then convene for a seminar-like session to share their findings. Apart from in-depth discussions during the seminar, the class as one big group also had to produce a magazine-like publication – the content of which is the compilation of case study findings of each group - as an outcome of learning to be shared with others. This publication serves as the ‘completed jigsaw puzzle’.

For EDU572 Application of Educational Psychology - a course in the university which one of the researchers taught and on which the CoJiK concept was initially applied - different cases were conducted on a specific theme identified by the instructor. Once the theme is decided, the students were then asked to divide themselves into groups (preferably not more than four students to a group). Each group was asked to submit a two-page proposal of an authentic case they would like to investigate in-depth. The case study topic requires the instructor’s approval prior to further investigation, data collection and final reporting. This is deemed necessary for two reasons: to ensure that the groups do not share the same topic, and to allow broader coverage of theme. Hence, for the theme “Student Motivation and Engagement in Learning”, examples of aspects investigated by different groups include:

• factors that motivate learning,• student engagement in formal learning environment,• student engagement in informal learning settings,• causes for lack of engagement in learning, • measuring student engagement, and• strategies to engage student learning.Author's

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Students’ grades for the case study are given based on the final written report. Also, grades could be allocated to individual students via peer assessment on the effort the student put in the given project as well as on presentation of research findings during the seminar. In addition to the case study report, the class also produced, based on their literature search, a magazine- or bulletin-like report that they could share with other students taking the same course.

Implementation in Science Education CourseWhen CoJiK was subsequently used in SCE550 Methodology of Teaching Science class, the selected theme was on “Innovations in Science Learning”. The task assigned to the groups of students was to develop a creative and novel teaching aid. The process of completing this task involves active learning and intense intellectual engagement whereby the students, in their respective groups, have to identify the philosophy underlying their projects prior to developing the ‘product prototype’. For instance, a focus on using the constructivist approach to developing teaching and learning aid require exploration of prior knowledge, identification of alternative understandings of the science concept(s), and rectification of incorrect conceptions to a scientifically acceptable ones. The production of science comics incorporating all these aspects is an example of outcome using the constructivist approach. Student project using Howard Gardner’s Multiple Intelligences (MI) approach, on the other hand, may include activities that will kinaesthetically, musically and interpersonally stimulate users of the learning tool, perhaps via games and songs. Meanwhile an emphasis on the cognitive approach to teaching and learning possibly result in the development of courseware allowing the users to engage in more interactive, visually attractive means of learning.

It can be said that the entire activity of constructing the teaching aid is mentally and socially stimulating, if not demanding. Once ready, the products were then displayed and assessed based on their originality, usefulness in science class setting, effectiveness of product, the ability to reduce misconception, and commercialization potential. The following pictures

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depict the various teaching and learning tools students produced for different science topics:

Dynamic ecosystem Food Chain

Mitosis Bio-related songs

Figure 2. Teaching aids that students developed.

In addition to the products that can be used in class, students also worked collaboratively as one class to produce yet another ‘assignment’. They worked in the same group they initially belonged to produce articles which were later compiled into a science magazine which they named “The Methods”. Author's

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Figure 3. Science magazine.

The content of this magazine in Figure 3 focused on various science methodologies the students covered throughout the semester. The intention of this assignment was to provide a somewhat comprehensive report on novel, and preferably innovative, teaching approaches. If presentable enough, the bulletin or magazine would be placed in student lounges or other strategic places where students and teachers can have access to it for pleasure reading. The future plan is to have the bulletin or magazine produced in e-format.

ReflectionIn retrospect, the implementation of collaborative jigsaw concept has helped the science education instructors create a student-driven learning environment. Not only are students forced to conduct thorough research on concepts that serve as basis for their teaching aids, but they were also “challenged” to think critically and creatively when developing their products. This approach also allows for learning and sharing of new information through active collaboration. CoJiK, in other words, has helped in: • providing students with a clear guideline on how to carry out the

learning activity and what is expected of them;• enabling teachers to monitor and assess their students’ learning

progress in line with the desired learning objectives;

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• creating an environment which promotes collaboration amongst students;

• encouraging students to be responsible about the material/concept/topic they must learn and teach to their classmates;

• promoting positive qualities related to learning such as resourcefulness and sharing new information gained;

• allowing opportunity for students to express their creativity in designing and presenting the final product;

• honing students’ research skills as well as communication skills; and• enabling information that is gathered through genuine student

research to be recorded and shared by others via physical means or in electronic form

The students, in general, have also expressed their excitement when having to develop authentic teaching materials. They found inventing, constructing and experimenting the different ways of introducing and explaining science concepts thought-provoking. In addition, they also enjoyed the session where their innovations were ‘judged’ and put on display for the benefit of other future teachers.

Using the collaborative jigsaw concept as described above clearly allows for meaningful learning whereby the students engaged in understanding and making sure the various science concepts would be understood clearly. In addition, the process of completing the assigned tasks also enhances the students’ generic skills (such as communication, teamwork, leadership and critical thinking and problem solving skills, just to name a few) which, more often than not, are side-lined when taking other courses. The use of CoJiK as a teaching tool, in other words, has huge potential in developing inventive ideas or products whilst holistically developing the learners.

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ReferencesAronson, E. E., Blaney, N., Sephan, C., Sikes, J., & Snapp, M. (1978). The Jigsaw

Classroom. Beverly Hills, CA: Sage Santrock, J. W. (2011). Educational Psychology (5th ed.). New York: McGraw Hill

Inc.Slavin, R. E. (1995). Cooperative learning: Theory, research and practice (2nd ed.).

Boston: Allyn & Bacon.

Authors:Nabilah Abdullah; Faculty of Education, Universiti Teknologi MARA, Shah Alam, MalaysiaEmail: [email protected] Hisyam Ismail; Faculty of Education, Universiti Teknologi MARA, Shah Alam, MalaysiaEmail: [email protected] Furkan Mat Salleh; Faculty of Education, Universiti Teknologi MARA, Shah Alam, MalaysiaEmail: [email protected]

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