大人数授業におけるアクティブラーニングとしてのジグソー法の導入

抄録

We introduced the jigsaw method as active learning in large class for basic engineering education, and examined the effects using questionnaires, grade changes, and interviews. For students having abundant experience in active learning, “deep-learning approach”, “continuation willingness”, and “active learning (externalization)” have improved, suggesting that the attitude of learning has improved. Students having little experience in active learning have obtained a sense of understanding the content of learning and had positive opinions about active learning. Although there was no significant difference in an achievement evaluation test, some students got high scores without spending a lot of time studying for the test. This means that the less-visible academic ability and the invisible academic ability of the iceberg model were developed