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This research examines the influence of Jigsaw, which is a collaborative learning (CL) method, on students’ views and decision-making processes concerning the use of nuclear energy. The research included 60 fourth-year undergraduate students attending the science teacher training program of a university in Turkey in the 2013–2014 academic year. In the research, firstly an attempt was made to provide students with scientific literacy on the subject through Jigsaw method. Then the groups formed for the Jigsaw method created argumentative texts in which they expressed their views. In the end, the students developed positive attitudes and supported the establishment of nuclear power plants in Turkey. They had negative views about the use of nuclear energy before teaching. Their views turned to positive after teaching to a great extent. It was seen that gaining enough knowledge to do logical reasoning through teaching was influential on their capability to reach positive decisions. Furthermore, it was revealed that decision-making processes are affected by variables such as scientific literacy, awareness, and suggestions for reducing risks. Key words: collaborative learning, Jigsaw, nuclear energy, socio-scientific issues.

THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY