Sunday, 19 February 2017

Problem solving by jigsaw puzzles

Jigsaw (teaching technique)

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. It was designed by social psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated schools.

Problem

Traditional toys like jigsaw puzzles boosts children's problem solving skills.

Hypothesis

Games like jigsaw puzzles improve cognitive skills and spatial awareness.

Introduction

Psychologists from Rhodes College in Memphis find playbox treats improve cognitive skills and spatial awareness. Children who play with old fashioned toys like jigsaws to building blocks will become better equipped to deal with problems from maths to map-reading, according to new research. Traditional playbox treats, which also includes board games, improves cognitive skills, the areas of the brain associated with what psychologists call spatial awareness. These are the everyday skills that involve solving logic - from navigating one's way around a busy street to how to load a dishwasher or even putting flatpack furniture together. Jamie Jirout said: "Spatial play specifically is related to children's spatial reasoning skills.
"This is important because providing children with access to spatial play experiences could be a very easy way to boost spatial development." In particular it could be used to boost those children currently underperforming in maths at school.

Instructions before Problem solving by jigsaw puzzles

The technique splits classes into mixed groups to work on small problems that the group collates into a final outcome. For example, an in-class assignment is divided into topics. Students are then split into groups with one member assigned to each topic. Working individually, each student learns about his or her topic and presents it to their group.
Next, students gather into groups divided by topic. Each member presents again to the topic group. In same-topic groups, students reconcile points of view and synthesize information. They create a final report. Finally, the original groups reconvene and listen to presentations from each member. The final presentations provide all group members with an understanding of their own material, as well as the findings that have emerged from topic-specific group discussion.

Apparatus and Material

Procedure

Table
Graph

Result

Students in jigsaw classrooms ("jigsaws") showed a decrease in prejudice and stereotyping, liked in-group and out-group members more, showed higher levels of self-esteem, performed better on standardized exams, liked school more, reduced absenteeism, and mixed with students of other races in areas other than the classroom compared to students in traditional classrooms ("trades").
Finally, jigsaw classrooms decrease absenteeism, and they even seem to increase children's level of empathy (i.e., children's ability to put themselves in other people's shoes). The jigsaw technique thus has the potential to improve education dramatically in a multi-cultural world by revolutionizing the way children learn.

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