Método Jigsaw como recurso didático no ensino de ligações químicas.

Abstract

The main objective of this paper is evaluate the applicability of the Cooperative Learning (C.L.) method in chemistry classes and describe a strategy based on C.L. with high school students applying the Jigsaw method. The C.L. method has an ancient history. Throughout the course of the history many cooperatives experiences were reported. The methodology was applied during two classes. First, the teacher made an introduction about the subject, then groups were shaped with the condition that the number of members in each group is the same as the number of topics in one of the classes. In a second moment, the students of each group who had stayed with the same topic, gathered (specialist group) and that specific subject was studied in a deeper way. After, the students came back to the primary group (base group) where they gave an explanation to the others group members. There were utilized the following tools: two surveys, observations made during the classes and evaluations about the subjects addressed. At first, there was some resistance from students regarding the applied methodology, but according to the surveys’ answers, the students were satisfied with the methodology, because it provided greater contact between students and professor and between themselves. Another positive point of C.L. methodology is that the students were able to develop some interpersonal skills, such as public speaking. Thus, it is worth to highlight that the application of C.L. methodology in formal educational is important not only to obtain gains related to the process of teaching learning, but also in preparing students for future situations in any environment where more activities require that people are able to do group work.