Psychology Dictionary of Arguments

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Jigsaw method: The jigsaw method is a cooperative learning technique where students are divided into small groups, with each member learning a unique piece of information. They then teach their segment to the group, fitting together each piece to understand the whole topic. See also Learning, Learning theories, Cooperation, Competition.
Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments.

Author Concept Summary/Quotes Sources

Educational Psychology on Jigsaw Method - Dictionary of Arguments

Haslam I 227
Jigsaw method/Educational psychology: limitations of the jigsaw method (Aronson et al. 1978(1)): in terms of understanding the mechanisms by which jigsaw strategies can have beneficial effects on educational outcomes and intergroup relations, more recent research also cautions about the limitations of the impact of the intervention. That is, because the link binding members of jigsaw groups (typically of size five or six) is specific and task-oriented, the influence of these experiences may be limited educationally and socially. For instance, Hänze and Berger (2007)(2) found that the effects of the jigsaw experience were stronger for measures directly related to the group activities than to academic performance more generally. (…) to the extent that people focus only on their shared identity around a specific task in a way that reduces the acknowledgement and salience of their different racial- or ethnic-group memberships, they sever the associative links between the positive jigsaw-group contact and the racial or ethnic groups as a whole. As a consequence, their positive interactions within their group may be limited in their capacity to generalize in ways that produce more positive attitudes and orientations to other racial- or ethnic-group members (see Brown and Hewstone, 2005)(3).
, >Social behavior, >Generalization.

1. Aronson, E., Stephan, C., Sikes, J., Blaney, N. and Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage.
2. Hänze, M. and Berger, R. (2007) ‘Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes“, Learning and instruction, 17: 29-41.
3. Brown, R. and Hewstone, M. (2005) ‘An integrative theory of intergroup contact’, Advances in Experimental Social Psychology, 37: 255–343.

John F. Dovidio, „ Promoting Positive Intergroup Relations. Revisiting Aronson et al.’s jigsaw classroom“, in: Joanne R. Smith and S. Alexander Haslam (eds.) 2017. Social Psychology. Revisiting the Classic studies. London: Sage Publications

Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Educational Psychology
Haslam I
S. Alexander Haslam
Joanne R. Smith
Social Psychology. Revisiting the Classic Studies London 2017

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