The Analysis of Promoting a Knowledge Construction Process Through Collaborative Learning(Paper on Educational Practice Research)

DOI Web Site

Bibliographic Information

Other Title
  • 知識構築プロセスを安定して引き起こす協調学習実践の検証(教育実践研究論文)
  • 知識構築プロセスを安定して引き起こす協調学習実践の検証
  • チシキ コウチク プロセス オ アンテイ シテ ヒキオコス キョウチョウ ガクシュウ ジッセン ノ ケンショウ

Search this article

Description

This paper examines a classroom practice where sharing various representations (e.g., concrete scenes, list of symbols, tree diagrams, computations) improves grade 6 students' retention of their acquired abstract knowledge about combination in mathematics. The jigsaw method was applied for the students to share various mathematical representations. For examining the retention of their abstract knowledge, retrospective inquiries were conducted two weeks and five months later as well as immediate post-test. Students were required to describe all that they remembered of the lesson. Our cognitive analysis of their discourse during group work revealed that most students could appropriately share mathematical representations whereas a group of students (Group 1) could not recognize relationship between the formulas and the tree diagram. In addition, social network analysis of students' discourse revealed that students in Group 1 and 3 were given the correct solution by the teacher and lost opportunities to consider their own solutions. Finally, the retrospective inquiry analysis demonstrated students' retention of abstract knowledge five months after the classroom lessons except for Group 1 and 3. Results suggest that the following three conditions might be necessary for collaborative learning to facilitate knowledge retention: (1) sharing various knowledge representations, (2) discussion of solutions based on the representations, and (3) avoiding unnecessary teacher intervention.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top