Knowledge-Leading Activities, the Socratic Method of Teaching, and the Jigsaw Technique for Enhancing Knowledge and Understanding in the Scope and Study Methods of Public Administration Course

Abstract

This is a classroom action research with the following objectives: 1) to study and develop a teaching and learning format using knowledge-leading activities and the Socratic method of teaching : and 2) to create jigsaws as an instructional tool to enhance teaching management. The research was conducted with a total of 10 master’s degree students, employing qualitative research methods. The tools used in the research include individual and group behavior observation, in-depth semi-structured interviews, and outcome assessment forms. The research findings are as follows : 1) The teaching and learning format in the Scope and Study Methods of Public Administration course with a focus on active learning improved through the following techniques : (1) knowledge-leading activities, (2) the Socratic method of teaching, and (3) the creation of jigsaws. These techniques resulted in students being more engaged and experiencing more enjoyment in their learning compared to traditional lecture-style teaching. Students interacted with both the teacher and their peers in terms of critical thinking, arguing, exchanging views, and giving suggestions. 2) Students created jigsaws, on the scope and study methods of public administration, which can be used as a tool to support and enhance teaching management in order to achieve the course learning outcomes (CLOs).