Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Cooperative learning involves structured small group activities that enhance cognitive engagement through peer interactions, and is recognized as an effective instructional approach.Among various forms of cooperative learning, constructive interaction, in which students co-construct an abstract understanding using discussions, plays a crucial role in promoting deep learning.The knowledgeconstructive jigsaw method has been proposed as an instructional design to facilitate such interactions.However, its implementation poses challenges including the complexity of task structures, constraints related to group formation, and extended lesson durations.To address these challenges, Shima and Watanabe (2021) introduced the "DOUBLE-DOUBLE" method, a simplified approach to cooperative learning.The present study investigates the effectiveness of the "DOUBLE-DOUBLE" method in middle school science education.Participants were third-year students from a public junior high school.Two classes (Class A: 36 students, Class B: 28 students) received instructions using the "DOUBLE-DOUBLE" method, while a third class (Class C: 32 students) received conventional instruction as the control group.The instructional intervention focused on the unit "Composition and Decomposition of Forces."Students' conceptual understanding was assessed using pre-and post-tasks based on the one-page portfolio (OPP) method.The results revealed a significant improvement in correct responses exclusively in the experimental groups using the "DOUBLE-DOUBLE" method.Additionally, students in these groups demonstrated significantly higher scores on written explanations than those in the control group.Discourse analysis indicated that students experienced difficulties in integrating different tasks into a coherent understanding, suggesting the need for additional instructional scaffolding.These findings suggest that the "DOUBLE-DOUBLE" method facilitates the development of conceptual understanding by promoting structured peer discourse; however, further refinements are needed for optimal implementation.
DOI: 10.4189/shes.23.59
Authors: Makito Hirami, Ryo Matsumoto
Institution: Hiroshima University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411197695