Sagsoz O, Karatas O, Turel V, Yildiz M, Kaya E
Restorative Dentistry, Ataturk University, Erzurum, Turkey.
Biology, Education Faculty, Ataturk University, Erzurum, Turkey.
Eur J Dent Educ. 2017 Feb;21(1):28-32. doi: 10.1111/eje.12174. Epub 2015 Nov 7.
The objective of this study was to evaluate the success levels of students using the Jigsaw learning method in dental education.
Fifty students with similar grade point average (GPA) scores were selected and randomly assigned into one of two groups (n = 25). A pretest concerning 'adhesion and bonding agents in dentistry' was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for 3 weeks. At the same time, the control group was taking classes using the lecture-based learning method. At the end of the 3 weeks, all students were retested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.
No significant difference was determined between the Jigsaw and lecture-based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, success with the Jigsaw method was significantly higher than that with the lecture-based method.
The Jigsaw method is as effective as the lecture-based method.
本研究的目的是评估在牙科教育中使用拼图学习法的学生的成功水平。
选择50名平均绩点（GPA）分数相近的学生，并随机分为两组之一（n = 25）。在上课前对所有学生进行了一项关于“牙科中的粘结剂和粘接剂”的预测试。实验组采用拼图学习法进行了3周的学习。与此同时，对照组采用基于讲座的学习方法上课。在3周结束时，所有学生就该主题进行了重新测试（后测）。在后测3周后进行了一次留存测试。计算实验组和对照组每次测试的平均分数，并使用独立样本t检验对获得的数据进行分析。
在预测试或后测试中，拼图法和基于讲座的方法之间未确定有显著差异。在后测试中，拼图法的平均测试分数最高。在留存测试中，拼图法的成功率显著高于基于讲座的方法。
拼图法与基于讲座的方法一样有效。
