Jr, Nammouz., M., Case, E., & Stevens, R. Journal of College Science Teaching, 30(5), 328-330. Analyzing scientific literature using a jigsaw group activity: Piecing together student discussions on environmental research. International Journal of Instructional Media, 36(2), 221-233. Using jigsaw collaborative learning strategy in online discussion to foster a project based learning community on the web. EURASIA Journal of Mathematics, Science & Technology Education, 12(2), 233-247.
Student motivation in constructivist learning environment. Journal of Biological Education, 45(4), 229-235. The effectiveness of the hybrid problem-based learning approach in the teaching of biology: A comparison with lecture-based learning. Family and Consumer Sciences Research Journal, 33(2), 106-120. The relationship between classroom motivation and academic achievement in elementary-school-aged children. Research in Science Education, 43(1), 33-56. High school students’ understanding of the human body system. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. Project-based learning for the 21st century: Skills for the future. An application of Context-and Problem-Based Learning (C-PBL) into teaching thermodynamics. Motivation in education: Educational testing service. Jigsaw method improves learning and retention for observation-based undergraduate biology laboratory activities. Learning and Individual Differences, 67, 91-104. Motivation belief profiles in science: Links to classroom goal structures and achievement. Learning Environments Research, 7(3), 211-225. Classroom climate and motivated behaviour in secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. The effect of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Significant differences were found among the experimental group, who improved their motivation and their perception of the classroom climate. Two questionnaires (pre and post) were distributed (one for evaluating motivation and another for evaluating the science classroom climate). The experimental group was taught using the PBL-JD method, whereas the control group used the traditional non-PBL method, i.e., lecture-based learning. Ninety-eight students were assigned to the experimental group and 106 to the control group. The participants of this pre-test – post-test quasi-experimental research consisted of 204 tenth graders studying the blood circulation system. The main aim of this research was to examine the effect of the PBL-JD method on students’ motivation to learn science and on the science classroom climate. “Problem-Based Learning” (PBL)-Jigsaw Discussion (JD) (PBL-JD) is a student-centered teaching methodology applied in science education it ensures that the students are actively involved throughout the learning process. In this study, we proposed a new teaching method (PBL-JD). Classroom climate and motivation plays a major role in the teaching-learning process. Service area: We provide services to the New Orleans, Baton Rouge and Northshore areas in Louisiana.Ĭategories: Government Contractors, Nurses
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