Jigsaw 0.26.zip

To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used. A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031). Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content. Copyright 2017 Elsevier Inc. All rights reserved.

Jigsaw 0.26.zip

This study aims to determine and describe the effectiveness of the application of adobe flash media for jigsaw learning model on geometry material. In this study, the modified jigsaw learning with adobe flash media is called jigsaw-flash model. This research was conducted in Surakarta. The research method used is mix method research with exploratory sequential strategy. The results of this study indicate that students feel more comfortable and interested in studying geometry material taught by jigsaw-flash model. In addition, students taught using the jigsaw-flash model are more active and motivated than the students who were taught using ordinary jigsaw models. This shows that the use of the jigsaw-flash model can increase student participation and motivation. It can be concluded that the adobe flash media can be used as a solution to reduce the level of student abstraction in learning mathematics.

This paper describes a measuring method based on strain gauges for accurate specification of electric jigsaw's cutting force. The goal of the measurement is to provide an overall perspective about generated forces in a jigsaw's gearbox during a cutting period. The lifetime of the tool is affected by these forces primarily. This analysis is part of the research and development project aiming to develop a special linear magnetic brake for realizing automatic lifetime tests of electric jigsaws or similar handheld tools. The accurate specification of cutting force facilitates to define realistic test cycles during the automatic lifetime test. The accuracy and precision resulted by the well described cutting force characteristic and the possibility of automation provide new dimension for lifetime testing of the handheld tools with alternating movement.

Techniques that enable humans and machines to cooperate in the solution of complex scheduling problems have evolved out of work on the daily allocation and scheduling of Tactical Air Force resources. A generalized, formal model of these applied techniques is being developed. It is called JIGSAW by analogy with the multi-agent, constructive process used when solving jigsaw puzzles. JIGSAW begins from this analogy and extends it by propagating local preferences into global statistics that dynamically influence the value and variable ordering decisions. The statistical projections also apply to abstract resources and time periods--allowing more opportunities to find a successful variable ordering by reserving abstract resources and deferring the choice of a specific resource or time period.

Explains the cooperative learning technique of jigsaw. Details the use of a jigsaw lesson for explaining complex numbers to intermediate algebra students. Includes copies of the handouts given to the expert groups. (Author/ASK)

Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment, and by self-evaluation of students. However, qualitative data, such as open-ended descriptions by students, have not been widely evaluated. As a result, we have been unable to analyze the processes and methods involved in how students acquire knowledge in SGD. In recent years, due to advances in information and communication technology (ICT), text mining has enabled the analysis of qualitative data. We therefore investigated whether the introduction of a learning system comprising the jigsaw method and problem-based learning (PBL) would improve student attitudes toward learning; we did this by text mining analysis of the content of student reports. We found that by applying the jigsaw method before PBL, we were able to improve student attitudes toward learning and increase the depth of their understanding of the area of study as a result of working with others. The use of text mining to analyze qualitative data also allowed us to understand the processes and methods by which students acquired knowledge in SGD and also changes in students' understanding and performance based on improvements to the class. This finding suggests that the use of text mining to analyze qualitative data could enable teachers to evaluate the effectiveness of various methods employed to improve learning.

A thorough understanding of the carbon cycle is fundamental to understanding the eventual fate of CO2. To achieve this, students must understand individual processes, such as photosynthesis and respiration, as well as an integrated knowledge of how these processes relate to each other. In this "jigsaw" exercise, each student is assigned one five fundamental geochemical processes in the short- term carbon cycle to research and fully understand. In class, students first meet with others who have studied the same process to strengthen and deepen their understanding of this process. They then form teams of five students and explain to other students their particular process. In exchange, other students explain the other aspects of the carbon cycle. At the end of class all students will know about each of the five processes, and thus develop an integrated understanding of the entire carbon cycle. This approach is an efficient method for students to learn the material. As in a jigsaw puzzle, each student's part is essential for the full understanding of the carbon cycle. Since each student's part is essential, then each student is essential, which is what makes this strategy effective The jigsaw approach encourages listening, engagement, and collaboration by giving each member of the group an essential part to play in the academic activity.

There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like 'jigsaw'. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher-guided instruction. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre-test, post-test and delayed test. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher-guided instruction. Differential analyses revealed that 'experts' learned more than students in teacher-guided instruction, whereas 'novices' were outperformed by the students in the control classes. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students.

We demonstrate a simple reconfigurable metasurface with multiple functions. Anisotropic tiles are investigated and manufactured as fundamental elements. Then, the tiles are combined in a certain sequence to construct a metasurface. Each of the tiles can be adjusted independently which is like a jigsaw puzzle and the whole metasurface can achieve diverse functions by different layouts. For demonstration purposes, we realize polarization conversion, anomalous reflection and diffusion by a jigsaw puzzle metasurface with 6 6 pieces of anisotropic tile. Simulated and measured results prove that our method offers a simple and effective strategy for metasurface design. 041b061a72