Cooperative learning: jigsaw method, favoring the teaching of chemical content separation of mixtures

• Autor(a) principal: da Silva, Marco Aurélio
• Data de Publicação: 2020
• Outros Autores: Cantanhede, Leonardo Baltazar, Cantanhede, Severina Coelho da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• DOI: 10.3895/actio.v5n1.9323
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/9323
• topic: Métodos e Técnicas de Ensino; Aprendizagem Cooperativa; Método Jigsaw; Ensino de Química; Cooperative learning; Jigsaw Method; Chemistry teaching

Basic education, particularly High School, aims not only at professional training, but also seeks the construction of citizenship. Given this, young people should also be offered strategies to stimulate the formation of different points of view and opinions, providing them with both intellectual autonomy and access to the production of knowledge in a collective and collaborative way. In this sense, this process can be understood as cooperative learning. This tool has been presented as a viable alternative for overcoming learning difficulties in disciplines such as chemistry, because they bring improvements in the teaching and learning process, helping to decrease competition, conflict resolution in the classroom and, as a consequence, promoting greater social interaction among students. In this context, the present work used cooperative learning, in the Jigsaw format, applied through a classroom workshop, as a learning tool for the understanding of the chemical content separation of mixtures, with two classes of the 1st year of High School. For the analysis of the efficiency of the method, a learning verification instrument was used as well as an evaluation instrument of the teaching proposal in the format of questionnaires (Likert), which were applied before and after the workshop. There was an increase of 84% in the relative frequencies for the positive responses of the students regarding the content of the learning verification instrument and 94% for evaluation of the teaching proposal, indicating the efficiency of the applied method.