Cooperative Learning in Microbiology Laboratory
Abstract
Students in microbiology often miss the meaning of lab exercises, especially when there are concurrent lab exercises, and rely on the instructor for interpretation and problem solving. The authors experimented with three lab sections as control and cooperative learning groups. Students readily learned a modified jigsaw structure, with coordinators for each lab exercise plus assigned tasks within lab exercises. Students liked cooperative learning, were significantly less anxious, and worked equitably as teams. A multiple-role jigsaw structure successfully organized concurrent lab exercises. The coordinator role intrinsically motivated students to take responsibility for their own learning while they served as coordinators.
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