Abstract:

In this study, the effects of Jigsaw technique to 7th grade students' comprehension of Human and Environment unit, the persistency of their knowledge and their attitudes towards environment are studied. This study is a quasi-experimental study with pretest-posttest control group. The sample of this study consists of 7th grade students located at Yenimahalle district in Ankara. One of the classes is chosen randomly as experiment, and the other one is as control group. While with the control group students the lessons are taught according to 5E learning cycle, with the experiment group those are presented with Jigsaw technique. Data is put together with Human and Environment Achievement test (HEAT) and Attitude test towards Environment (ATTE). HEAT and ATTE are applied to both groups as pretest -posttest and HEAT is applied as persistency test 2 months after than posttest. Hypothesis are analyzed with related-unrelated samples t test. t test results show that experiment and control groups are equal in terms of HEAT pretest averages. t test results show that there are significant differences on experiment group's side with HEAT posttest, HEAT persistency test and ATTE posttest averages of experiment and control groups. It's concluded that teaching science lessons with Jigsaw technique increases students' success, knowledge persistency and attitudes towards environment.

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