About this paper

Appears in:
Pages: 3958-3962
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

THE JIGSAW: A COOPERATIVE LEARNING TECHNIQUE AS A TOOL OF TEACHING-LEARNING FACILITATOR IN PHYSICAL THERAPY. EFFECTS OF WORKING WITH MUSIC AS A MOTIVATIONAL TOOL TO ENHANCE THE JIGSAW BENEFITS

L. Dueñas Moscardó1, M. Aguilar Rodríguez1, J. Hurtado Llopis2

1Universidad de Valencia, Departamento de Fisioterapia (SPAIN)
2Universidad de Valencia, Departamento de Didáctica de la expresión musical, plástica y corporal. (SPAIN)
Introduction:
The technique of Aronson jigsaw is considered by specialists in learning as one of the most representative techniques that implement cooperation in the classroom. The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. The technique splits classes into mixed groups to work on small problems that the group collates into a final outcome. Its main objective is that students learn to find, correlate and analyze information to strengthen and complement the classroom sessions. At the same time they are working in big groups, learning how to respect each other. The advantages Aronson detected by applying this technique were: generating a positive interaction between students, increasing self-esteem, decreasing in prejudice and stereotyping, reducing absenteeism, improving academic performance, decreasing competitiveness and helping to see the peers as a source of learning, struggling against ethnic and racial differences. These advantages have led us to introduce this technique in higher education, to check if they can be extrapolated.

Methods:
The objective of this work is to implement cooperative learning by the jigsaw technique in the third year of the Physiotherapy degree, through the subject "physiotherapy in primary care". Students divided into groups of 15 members have to prepare, using the jigsaw technique, a work on preventive physiotherapy and therapeutic exercise tables for different population groups. Furthermore, in order to assess the benefits of the use of music in developing workout routines, 3 groups have the help of music professionals in psychology and education to prepare tables. A closed survey has been carried out in order to assess the usefulness, advantages and disadvantages of both, the jigsaw technique and the use of music in developing workout routines.

Results:
So far we can confirm through interviews with different groups of students using the puzzle and music is proving to be very stimulating.
The survey was answered by a high percentage of the students enrolled. Mostly of the students felt that the group work through the jiksaw method had helped to supplement the theoretical concepts. The main benefits reported were: enhancing their critical and reflective thinking, being a learning facilitator tool, being a motivational tool and improving their relationship with their partners. Among the disadvantages some students felt unsacure during the performance Other students considered the technique inadequate in terms of hours spent. Some of them also complained about the difficulties in dealing with a group of 15th people, in terms that "not everybody worked in a similar way, which was difficult to quantify". Those students that worked with the help of music professionals in psychology and education felt more motivated and satisfied during the working process.

Conclusion:
The jiksaw technique is considered by physiotherapy students as a teaching-learning method useful for promoting self-study, completing the information obtained in the classroom and facilitating learning of the course "FEC-III”. Those students who completed their work with music professionals in psychology and education were more motivated and satisfied. These students also recognized that combining physiotherapy with music therapy is very enriching for both the subject and for profession in general.
@InProceedings{DUENASMOSCARDO2014JIG,
author = {Due{\~n}as Moscard{\'{o}}, L. and Aguilar Rodr{\'{i}}guez, M. and Hurtado Llopis, J.},
title = {THE JIGSAW: A COOPERATIVE LEARNING TECHNIQUE AS A TOOL OF TEACHING-LEARNING FACILITATOR IN PHYSICAL THERAPY. EFFECTS OF WORKING WITH MUSIC AS A MOTIVATIONAL TOOL TO ENHANCE THE JIGSAW BENEFITS},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {3958-3962}}
TY - CONF
AU - L. Dueñas Moscardó AU - M. Aguilar Rodríguez AU - J. Hurtado Llopis
TI - THE JIGSAW: A COOPERATIVE LEARNING TECHNIQUE AS A TOOL OF TEACHING-LEARNING FACILITATOR IN PHYSICAL THERAPY. EFFECTS OF WORKING WITH MUSIC AS A MOTIVATIONAL TOOL TO ENHANCE THE JIGSAW BENEFITS
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 3958
EP - 3962
ER -
L. Dueñas Moscardó, M. Aguilar Rodríguez, J. Hurtado Llopis (2014) THE JIGSAW: A COOPERATIVE LEARNING TECHNIQUE AS A TOOL OF TEACHING-LEARNING FACILITATOR IN PHYSICAL THERAPY. EFFECTS OF WORKING WITH MUSIC AS A MOTIVATIONAL TOOL TO ENHANCE THE JIGSAW BENEFITS, EDULEARN14 Proceedings, pp. 3958-3962.
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