Método de aprendizagem cooperativa Jigsaw aplicado no ensino de ciências em turmas do 7º ano de uma escola pública municipal de Fortaleza - Ceará

Abstract

This study investigated the effectiveness of the Jigsaw cooperative learning method in science education, focusing on the theme of environmental pollution, in 7th-grade classes at a municipal public school in Fortaleza. The research, of a qualitative-quantitative nature and exploratorydescriptive approach, sought to verify whether the methodology favors conceptual learning, the development of social skills, and student autonomy. The application involved five classes, organized into groups responsible for studying different types of pollution: atmospheric, water, soil, radioactive, noise, and visual. In parallel, a guide was developed to guide the use of the Jigsaw method in elementary education. Data collection included written assessments, used to measure quantitative performance, and participant observation, with records in a field diary, for qualitative analysis. The results indicated that the classes that used the Jigsaw method showed an average performance more than 40% higher than that of the control class. In addition, a significant improvement was observed in the students’ social skills, such as collaboration, communication, and individual responsibility. The development of the educational product of a guide proved to be a relevant complementary resource, fostering creativity and autonomy among students. It is concluded that the Jigsaw method constitutes an effective pedagogical strategy for teaching Science, contributing to meaningful learning and the holistic development of students.