Jigsaw as a curriculum strategy to enhance pre-service teachers’ understanding of economics calculations
African Journal of Teacher Education and Development
| Field | Value | |
| Title | Jigsaw as a curriculum strategy to enhance pre-service teachers’ understanding of economics calculations | |
| Creator | Mphuthi, Mochina W. | |
| Description | Background: Economics is a discipline that ought to explain the world and its complexities, a social science that studies human behaviour and decision-making. Both learners and aspiring pre-service teachers (PST) who want to teach economics education view economics as complex. Pre-service teachers lack the necessary mathematical skills and feel intimidated by the quantitative nature of economics. As a result, they struggle to understand and apply economic concepts and to teach effectively. Hence, there is a need to learn new actionable approaches and strategies in teaching and learning in the economics classroom.Aim: The study aims to explore the use of Jigsaw puzzle games as a curriculum strategy (CS) to augment PSTs’ understanding of teaching calculations in the economics classroom.Setting: The study looks at economics calculations through the lens of architecture theory. the study takes place on campus in the economics lecturer room where pre-service teachers attend economics classes.Methods: The study explored the discussions including the observations of six PSTs using a qualitative approach. Critical discourse analysis was used to analyse data.Results: Findings revealed that participants found the Jigsaw extremely insightful and interesting. They were further amazed by its ability to ignite critical and deep thinking to arrive at the right solution.Conclusion: The study concludes that introducing Jigsaw as a CS for PSTs can significantly improve their ability to teach calculations and concepts in economics effectively and actively.Contribution: The study has implications on how PSTs can engage in gamification while learning and demystifying the power of complexity in economic calculations. | |
| Publisher | AOSIS Publishing | |
| Date | 2023-12-04 | |
| Identifier | 10.4102/ajoted.v2i1.24 | |
| Source | African Journal of Teacher Education and Development; Vol 2, No 1 (2023); 7 pages 2958-0986 2958-8650 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajoted.org/index.php/ajoted/article/view/24/107
https://ajoted.org/index.php/ajoted/article/view/24/108
https://ajoted.org/index.php/ajoted/article/view/24/109
https://ajoted.org/index.php/ajoted/article/view/24/110
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