The effect of Jigsaw technique on the teaching of the secondary school unit "Pure substance and mixtures" and the learning process

The aim of this study is to determine the effect of the Collaborative Jigsaw activities developed for the ''Pure Substance and Mixtures'' unit in 7th grade secondary school science class on students' academic achievements, scientific process skills, and social skills. Collaborative Jigsaw technique is a teaching technique based on group activities by teaching information to each other with small mixed group working together in two different ways in order to develop collaboration between students and ensures permanent learning. The Collaborative Jigsaw Technique based on constructivist education philosophy and student centered education approach has a structure that rejects individuality and competition approaches in traditional teaching techniques. In this technique, peers with different knowledge, skills, abilities, and learning styles come together and work in harmony; it enables them to gain feelings of self confidence and responsibility with their creativity, motivation, and communication skills. The independent variable of the research is Jigsaw teaching technique based on collaboration, and the dependent variables are academic achievements, scientific process skills, and social skills. The research was carried out by using the semi-experimental method with the pre-test – post-test control group. The universe of the study is 7th grade students studying in Amasya province in 2018-2019 academic year. The sample consists of 7th grade students studying in a secondary school in Göynücek in Amasya province in 2018-2019 academic year. Lesson plans and activities based on Jigsaw technique were developed. The application was performed in 36 hours, 4 hours a week in 9 weeks. ''Pure Substance and Mixtures Unit Achievement Test (SMVKÜBT)'', ''Scientific Process Skills Scale for Primary School Students (İÖYBSBÖ)'', and ''Social Skills Scale (SBÖ)'' were used in the scope of the technique. Besides, in order to determine students' thoughts on Jigsaw practices, ''Jigsaw Opinions Scale (JGÖ) '' was applied to experimental group students, then the implementation Independent samples t test was used for the experimental and control group students in the analysis of the pre-test post-test scores obtained from the SMVKÜBT and the İÖYBSBÖ data collection tools. In the analysis of the experimental and the control group pre-test data for SBÖ, unrelated groups t test analysis was performed and ANCOVA analysis was performed. According to the data obtained as a result of the statistical analysis; it was determined that there was no significant difference between the SMVKÜBT and the İÖYBSBÖ pre-test scores of experimental and control groups, but there was a significant difference in favor of the experimental group between the SMVKÜBT and the İÖYBSBÖ post-test scores. In this case, it was concluded that the groups were equivalent in terms of academic achievements and scientific process at the beginning of the implementation; and that Jigsaw technique effectively increased the students' academic achievent and scientific process skills after the implementation. A significant difference was found in favor of the experimental groups between the pre-test scores of the students in the experimental and control group. It was considered as the reason for this situation that the entire experimental group consisted of female students, and the communication skills of the female students were generally higher. Considering this difference between the groups, pre-test scores were corrected with ANCOVA analysis and comparisons were made accordingly. A asignificant difference has been determined between the experimental and control groups SBÖ of the aveage post-test scores. This situation shows that Collaborative Jigsaw technique has a positive effect on students' social skills. At the end of the research; it has been concluded that the teaching on Collaborative Jigsaw Technique contributed positively to students' academic achievements, scientific process skills, and the development of social skills in science class. In addition, it was determined that the students had positive opinions about technique in general from their responses to JGÖ. This practice, which has been found effective in teaching science, is thought to be made and recommended for different levels and units.