Collaborative learning – a jigsaw

摘要: and Introduction: Expert groups should identify the pri? mary hypothesis that wetland loss resulted from impoldering, connect biodiversity ecosystem services as important topics in ecology, define impoldering a technique of conversion. Methods: explain Fang et al. analyzed changes number coverage lakes > I km2, location study Jianghan Plain, southeastern China, temporal span 1950s-1998, use remote sensing historical maps. Advanced student experts note authors resampled their data to standardize spatial resolution, also standardized season which images were chosen. Results: substantial reduction 1950s 1978 reversal this trend between 1998. They presence anomalous results, such increase area 200-500 km2 class decrease small (1-5 km2) Students convey peers using figures tables. Discussion: primary conclusion lake 1960s extensive draining agricultural production, 1998 change government policy. alternative wet? lands climatic shifts during same time period is rejected. Finally, students eco? logical have not returned past levels. vious Pathways articles, can develop models (box models, concept maps) illustrate interconnections concepts paper. Assessment knowledge transfer group dynamics The principles cognitive science learning theory indicate information learned one context will different if we teach ways encourage (Halpern 2004). Students' ability skills exercise be assessed numerous by assigning another paper or sections questions Panel 1 used assess students' understanding any research through quizzes short writing assignments. assessment provides impor? tant feedback instructors. Individuals within comment on quantity (percent contribution) quality (written comments) each other's con? tributions. instructor collects these pro? vides general entire about trends, specific less functional groups.