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integrate-activity learning area
The purpose of this research was to examine the Junior High school students’ problem solving and cooperation skills after incorporating two cooperative learning models: the Group Investigation (GI) and jigsaw, into the integrate-activity learning area. This research method was a case study, and the participants were 34 students from an eighth grade class at one junior high school in Taoyuan County. Data was collected through observation, interview, worksheets, feedbacks, and questionnaires. The collected data was analyzed by using descriptive statistics. The major findings of this research included: (1) Students could elect proper leaders voluntarily within their teams and take the initiative in participating the team work; (2) The team cohesion within students was enhanced and students understood how to help each other; (3) The learning motivation of students was enhanced and their learning attitude was improved; (4) Students increased their democratic accomplishments of expressing opinions, respecting the one making a statement or speech, deciding by vote to settle a controversy, and submitting to majority while respecting the others; (5) Students knew more about their advantages and disadvantages, and enhanced their confidence; (6) The class adopting the method of Group Investigation (GI) illustrated that the division of work was unequal; the class adopting the method of jigsaw illustrated that the division of work was more proper; (7) The class adopting the method of Group Investigation (GI) illustrated that the ambiance within teams was good, and the situation which students helped each other and discussed things often occurs. The class adopting the method of jigsaw illustrated that the ambiance within teams was bad; (8) The class adopting the method of Group Investigation (GI) illustrated that students found learning more difficult and more stressful; the class adopting the method of jigsaw illustrated that students found learning less stressful; (9) The quantitative data could not prove that the two cooperative learning models could improve students’ skill of solving problems, but we can find that the two cooperative learning models improved students’ skills of solving problems from the qualitative data; (10) The cooperative skills of students were enhanced. The curriculum is refined based on teaching reflection to acknowledge its feasibility and limitation. Suggestions toward future researches are also proposed.
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