scholarly journals Aplicación de la técnica puzle como estrategia de aprendizaje cooperativo en ingeniería sísmica = Jigsaw method application as cooperative learnig strategy in earthquake engineering

2021 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
David Galé-Lamuela ◽  
Guillermo González-Sanz ◽  
Amadeo Benavent-Climent
Keyword(s):  
Cooperative Learning ◽  
Small Groups ◽  
Earthquake Engineering ◽  
Academic Environments ◽  
Educational Methods ◽  
Jigsaw Method ◽  
The Subject ◽  
Independent Tasks ◽  
Aprendizaje Cooperativo ◽  
Competencias Transversales

La técnica de puzle es un método de aprendizaje cooperativo ampliamente implementado en ámbitos académicos que ha demostrado su eficacia en la adquisición de competencias fundamentales y transversales en la formación. La organización en grupos pequeños favorece la interacción entre alumnos y la división del trabajo en tareas separadas, fomentando la interdependencia positiva, característica fundamental en el aprendizaje cooperativo. Este trabajo presenta la aplicación de la técnica puzle a un bloque de la asignatura “Seminarios” del Máster en Ingeniería Sísmica de la Escuela Técnica Superior de Ingenieros Industriales de la Universidad Politécnica de Madrid. Tras su aplicación, se observa que el alumno adquiere de forma muy satisfactoria los contenidos de la materia, así como una mejora sustancial en la formación en competencias transversales y en el desarrollo de habilidades sociales. Los resultados positivos de esta experiencia ponen de manifiesto la necesidad de fomentar la implantación de metodologías docentes innovadoras en las enseñanzas técnicas universitarias.AbstractCooperative jigsaw method is widely spread in academic environments and it has demonstrated its efficiency on the acquisition of professional and transversal competences. The organization in small groups improves the interaction between students and the work partitioning in independent tasks, promoting the positive interdependence which is crucial for cooperative learning. The present study applies the jigsaw method to the “Seminars” course from MScs in Earthquake Engineering at Universidad Politécnica de Madrid. As a result of the application of this method, it is observed that the students learn the content of the subject, and improve substantially the transversal competences and social skills. This study supports the need of implementing innovative educational methods in the technical studies

scholarly journals Cooperative Learning In Virtual Environments: The Jigsaw Method In Statistical Courses

2011 ◽  
Vol 7 (5) ◽  
pp. 1-8 ◽  
Author(s):  
Manuel Vargas-Vargas ◽  
Jose Mondejar-Jimenez ◽  
Maria-Letica Meseguer Santamaria ◽  
Jose-Luis Alfaro-Navarro ◽  
Gema Fernandez-Aviles
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Virtual Environments ◽  
Virtual Learning Environment ◽  
Teaching Methodology ◽  
Learning Method ◽  
Jigsaw Method ◽  
The Subject ◽  
European Higher Education

This document sets out a novel teaching methodology as used in subjects with statistical content, traditionally regarded by students as difficult. In a virtual learning environment, instructional techniques little used in mathematical courses were employed, such as the Jigsaw cooperative learning method, which had to be adapted to the peculiarities of the subject. The aim of this methodological project is to adapt the teaching of statistical courses to the new European Higher Education Area.

scholarly journals Educación física y universidad: Evaluación de una experiencia docente a través del aprendizaje cooperativo (Physical Education and university: Evaluation of a teaching experience through cooperative learning)

Retos ◽  
2020 ◽  
pp. 90-97
Author(s):  
José Manuel Bermejo Díaz ◽  
David Pulido Salas ◽  
Aina Maria Galmés Panadés ◽  
Pedrona Serra Payeras ◽  
Josep Vidal Conti ◽  
...  
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Primary Education ◽  
Main Tool ◽  
Teaching Experience ◽  
Balearic Islands ◽  
The Subject ◽  
Education Degree ◽  
Educación Primaria ◽  
Aprendizaje Cooperativo

  El aprendizaje cooperativo es una metodología educativa basada en la interacción en grupos de trabajo reducidos, en los que el alumnado interioriza la corresponsabilidad en el aprendizaje de todo tipo de contenidos. En los últimos años esta metodología inclusiva se está instaurando en las aulas de educación infantil, primaria y secundaria de las Islas Baleares. Por ello, este trabajo nace de la implementación de una experiencia docente universitaria a través del aprendizaje cooperativo en la asignatura de segundo curso del grado de educación primaria titulada “Educación Física y su didáctica” situada en el departamento de Pedagogía y Didácticas específicas de la Universidad de las Islas Baleares. El objetivo de este trabajo es determinar el grado de aceptación del alumnado de la asignatura de Educación física y su didáctica basándose en la utilización del trabajo cooperativo. Destaca la utilización del diario de prácticas como herramienta para el desarrollo de la asignatura. Los resultados obtenidos son satisfactorios en cuanto a la valoración de la asignatura por parte del alumnado, a través del aprendizaje cooperativo, en variables como satisfacción, rendimiento, implicación del alumnado y evaluación del profesorado, pues su puntuación es superior a 8 sobre 10. Del mismo modo, la puntuación obtenida en los roles de aprendizaje cooperativo es de 8 sobre 10. Con la obtención de los resultados se confirma la positiva aceptación por parte del alumnado de la metodología del aprendizaje cooperativo como recurso en el grado de educación primaria y, consecuentemente, se propone la implementación de la misma metodología como contenido. Abstract. Cooperative learning is an educational methodology based on the interaction between work groups of 3-5 members. These members share the responsibility in their learning. This methodology is increasingly prevalent in pre-school education and primary and secondary education in Balearic Islands. For that reason, the present study was developed from the implementation of a teaching experience throughout cooperative learning in the subject of Physical Education during the second year of the primary education degree in the Department of Pedagogy and specific Didactics at the University of the Balearic Islands. The aim is to determine pupils’ degree of acceptance of the Physical Education subject based on cooperative learning. An important highlight lays in the use of practice logs as a main tool used for the development of the subject. Very satisfactory and promising results are shown regarding the assessment of the subject through cooperative learning in variables such as satisfaction, performance, students’ involvement and teacher evaluation, with a score higher than 8 over 10. According to the present results, students’ positive acceptance of the cooperative learning methodology in the primary education degree is confirmed. We propose to include cooperative learning also as a content of the subject, apart from as a learning methodology.

scholarly journals Adquisición de competencias en el marco del Aprendizaje Cooperativo: valoración de los estudiantes

2015 ◽  
Vol 13 (1) ◽  
pp. 339 ◽  
Author(s):  
Natalia Dejo-Oricain
Keyword(s):  
Cooperative Learning ◽  
Nonprofit Organizations ◽  
Point Of View ◽  
Innovative Methods ◽  
High Valuation ◽  
The Subject ◽  
The Individual ◽  
The University ◽  
Academic Year ◽  
Aprendizaje Cooperativo

<p>La compleja realidad actual requiere métodos innovadores de cooperación que permitan despertar la curiosidad y creatividad del estudiante universitario para así hacer más fácil el aprendizaje. El Aprendizaje Cooperativo es una metodología que favorece la participación activa de los estudiantes y promueve el desarrollo de la capacidad de razonar de forma crítica. El propósito de este estudio es presentar la valoración que realizan los estudiantes de esta metodología, así como analizar sus percepciones en cuanto a la adquisición de competencias a través de tres actividades diseñadas con distinto grado de complejidad e innovación, dos de ellas de carácter cooperativo y una individual. Los resultados de la encuesta realizada entre los estudiantes que han trabajado esta técnica en la asignatura Dirección de Entidades No Lucrativas de la licenciatura en Administración y Dirección de Empresas de la Universidad de Zaragoza durante el curso 2011-2012, muestran la alta valoración que realizan los estudiantes de todos los parámetros del aprendizaje cooperativo. También se verifica que adquieren las competencias exigidas para la asignatura. Concretamente las actividades diseñadas como trabajos cooperativos les permiten mejorar bastante tanto sus competencias desde un punto de vista global, como aisladamente sus competencias específicas y transversales. Además se constata que los estudiantes perciben una mayor mejora de sus competencias con las dos actividades cooperativas que con la actividad individual. Por tanto, todo apunta a que formas distintas de aprender implican distintas actividades, cada una de las cuales recoge una muestra parcial de ese todo complejo que es el conjunto de competencias.</p><p><strong>ABSTRACT</strong></p><p><strong>Acquisition of competences in Cooperative Learning: students` point of view.</strong></p><p>The complex reality of society today makes necessary innovative methods of cooperation that will arouse curiosity and creativity of university students in order to make learning easier. Cooperative Learning is a methodology that promotes active student participation and the ability to analyze and discuss critically.The purpose of this study is to examine the cooperative learning methodology from the student´s point of view and to analyze their perceptions regarding the acquisition of competences through three activities designed with varying degrees of complexity and innovation, two of them are cooperative and the other one is individual. The results of the survey of students who have worked this technique in the subject of Management of Nonprofit Organizations, in Business Administration degree at the University of Zaragoza throughout the 2011-2012 academic year, show the high valuation performed by students of all analyzed parameters of cooperative learning. Furthermore we verify that the students acquire the competences required by the subject. Specifically, those designed as cooperative activities allow them to work much greatly improve their competences from a global point of view, as in terms of specific and transversal competences. Moreover, students perceive higher improvement of its competences, specific and transversal, with the two cooperative activities than with the individual activity. Therefore, it seems that various forms of learning involve different activities, each of which contains a partial sample of that complex whole which is the set of competences.</p>

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VII SMPN 1 INUMAN

2018 ◽  
Vol 2 (1) ◽  
pp. 150
Author(s):  
Kasman Bamba
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
English Learning ◽  
Model Type ◽  
High Category ◽  
The Subject ◽  
Classroom Action Research ◽  
English Students

he background of this study is the low learning outcomes of English students. Of the 22 students only 9 studentsreached KKM. On this basis researchers do research by applying cooperative learning model type NHT toimprove English learning outcomes. This research is a classroom action research conducted in SMPN 1 Inuman,the subject of this study is the students of class VII with the number of 22 students. The results suggest that thelearning outcomes of English have increased in each cycle. This is evidenced by: In the basic score of thenumber of students who reached KKM or complete is 9 students (40.90%), the UH I has increased with thenumber of 17 students (77.27%) and in UH II increased with the number of 20 students (90.90%). In the basicscore of the learning result of the students get the value of 51,25 with the low category, at UH I experiencing theincrease of learning result with the acquisition value of 65,76 with the medium category, and at UH II studentlearning result again increase with the acquisition value equal to 79,25 with high category.

USE OF SHARING KNOWLEDGE ACTIVELY LEARNING MODEL WITH GUIDED DISCOVERY METHOD AT TUTORIAL STATISTICS IN GROUP STUDY AT UNIVERSITAS TERBUKA IN BANJARBARU

2021 ◽  
Author(s):  
MUHAMMAD QAMARUZZAMAN
Keyword(s):  
Small Groups ◽  
Learning Model ◽  
Guided Discovery ◽  
Educational Statistics ◽  
Class A ◽  
Research Activities ◽  
Education Statistics ◽  
The Subject ◽  
Statistics Courses ◽  
Discovery Method

The aim of this action research is increasing the activity and learning through the application of sharing knowledge actively learning model with guided discovery method on statistics courses tutorial at open university (UT) study group in Banjarbaru. The subject of this study were Students of UT at, Pendas S-1 class A of PGSD, who took an educational statistics courses (PEMA - 4210) semesters VII, 2011.1 registered.Action research activities divided students into small groups, and each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials summary to be studied by each group. Tutor only facilitated groups who had barriers, with reminded to reread LKK, the tutor was not allowed to give a direct answer.During the research activities carried out by using LKK, it could be concluded that students really learned in groups, and they also helped each other between a group with other groups to discuss the material that was less mastered by them.The results showed the use of sharing knowledge actively learning model with guided discovery method, capable to provide assistance students in learning statistical material, and outcomes indicated that PGSD Pendas S-1 class A, who took education statistics (Pema 4210) semesters VII, period 2011.1 were graduated 100 percent. (*)

scholarly journals Desarrollo del pensamiento y proceso educativo: reflexiones y estrategias de optimización conjunta

10.14201/3059 ◽  
2009 ◽  
Vol 7 ◽  
Author(s):  
Miguel Anxo Santos Rego
Keyword(s):  
Cooperative Learning ◽  
Human Development ◽  
Whole Language ◽  
Educational Process ◽  
Holistic Learning ◽  
Relational Frames ◽  
Way Of Thinking ◽  
Aprendizaje Cooperativo

RESUMEN: La educación es proceso de desarrollo humano. Tal desarrollo tiene su epicentro más claro en la destreza por antonomasia: el pensamiento. Partimos de que el gran desafío al que se enfrenta la educación hoy es la necesidad de descubrir una nueva forma de pensamiento. Por ello sugerimos algunos enfoques y direcciones emergentes, intentando ayudar a pensar otras maneras de disponer el proceso educativo; con el objetivo de mejorar los marcos relaciónales asociados al éxito dentro y fuera del aula. Entre otras estrategias planteamos los beneficios del aprendizaje cooperativo, el lenguaje global y el aprendizaje holístico o basado en el conocimiento sobre el cerebro.SUMMARY: Education it is a process of human development. Such development has its clear epicentre in the skill par excellence: thinking. We start from a main point:today, the grat challenge that education has to confront is the need to discover a new way of thinking. Thus, we suggest some emergent approaches and directions, tiying to help thinking about other ways to arrange the educational process. In this sense, the objective is to improve the relational frames associted to the success within and out of classrooms. Among other strategies, we reflect about the benefits of cooperative learning, whole language, and holistic learning, also named learning based on brain knowledge.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN MENGGUNAKAN HANDOUT TERHADAP HASIL BELAJAR SISWA SEKOLAH MENENGAH ATAS NEGERI 1 KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 81
Author(s):  
Feby Julianti ◽  
Lisa Utami
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Senior High School ◽  
Final Test ◽  
Model Learning ◽  
Student Teams ◽  
Final Data ◽  
The Subject

AbstractThis research is based on the low outcomes of class XI students on their chemistry subject. Therefore, the experiment research by pretest and posttest to discover the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using Handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis is conducted. The subject of this research is the students of class XI Mia in 2015-2016 year by using 2 classroom samples: XI Mia 1 (exsperiment) dan XI Mia 4 (control). The data was collected by using observation, initial test (homogeneity), final test (pretest and postest), and documentation. To discover the effect of the model on learning outcomes, the formula of Kp is applied. The effect differences are analyzed by t-test sampel related. The analysis result of initial and final data is t-counting = 2.325 and t-table = 1,68 in the significant rate of 5%. The value of t-counting > t-table, therefore, Ho is rejected and Ha is accepted. This shows that there is the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis by the effect as much as 7.8%.  Key words:      Learning outcomes, model learning model of STAD, salt hydrolysis 

scholarly journals UPAYA MENINGKATKAN KREATIVITAS BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA SISWA SMP MUHAMMADIYAH 8 MEDAN TAHUN PELAJARAN 2014/2015

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Lilis Arini ◽  
Edi Surya
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Average Value ◽  
The Subject ◽  
Classroom Action Research

This study aims to determine whether the type cooperative learning model Think Pair Share (TPS) can improve mathematics learning creativity in students of SMP Muhammadiyah 8 Medan in particular on the subject of Perimeter and Area of Rectangle class VII T.P second semester 2014/2015. The research is a classroom action research (PTK) using cooperative learning model Think Pair Share (TPS). The instrument used was a test as much as 5 about the shape of the description and in the observation is the creativity of student learning. The subjects were students / student of class VII-C SMP Muhammadiyah 8 Medan totaling 38 people consisting of 21 male students and 17 female students. The object of this research is the creativity of mathematics learning using cooperative learning model Think Pair Share (TPS). Obtaining the average value of the creativity of the students at an early test of 41.26% (Less), the first cycle increased to 59.15% (Enough), and the second cycle increased to 79.10% (Good). It can be concluded that the cooperative learning model Think Pair Share (TPS) on the subject of the circumference and area of a rectangle increased creativity of mathematics learning in class VII-C SMP Muhammadiyah 8 Medan T.P.2014 / 2015.

Sign in / Sign up

Export Citation Format

Share Document