再構成型コンセプトマップ作成ソフトウェアを利用した協同的概念整理型ノートテーキングの指導 : 中学校理科「電流のはたらき」での実践を通して(<特集>学習場面における他者との関わり-理論,実践,システム開発)

DOI Web Site 参考文献12件

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タイトル別名
  • On a Teaching Method of Collaborative Note-Taking by Arranging Concepts with Concept Mapping Software for Reconstructing the Learning Processes : Through a Teaching Practice of "Workings of Current and Magnet" in Junior High School
  • 再構成型コンセプトマップ作成ソフトウェアを利用した協同的概念整理型ノートテーキングの指導--中学校理科「電流のはたらき」での実践を通して
  • サイコウセイガタ コンセプトマップ サクセイ ソフトウェア オ リヨウ シタ キョウドウテキ ガイネン セイリガタ ノートテーキング ノ シドウ チュウガッコウ リカ デンリュウ ノ ハタラキ デ ノ ジッセン オ トオシテ

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説明

In this paper, from the viewpoint that learners explore and construct knowledge actively, we proposed a method of note-taking by arranging concepts and a course for teaching the method through collaboration. We also carried out a practice-session of teaching the method. Through the method of note-taking used in this research, learners extract important concepts from learning materials and structure them as a concept map. The process consists of three phases; cutting, judgment, and relating. These activities, however, are too difficult for cognitively poor learners. So we set up an individual session and a collaborative session. In the individual session, a learner individually carries out cutting, judgment, and relating, and makes a concept map with paper cars and sheets. The purpose of this session is to make the learner think about the learning materials and prepare for the collaborative session. In the collaborative session, learners form small groups, examine their concept maps, and collaboratively make the group's concept map with the software "Undo-Kun". Another purpose of this session is to make the learners mutually learn from their differences and share their methods for arranging concepts. We carried out a teaching practice of "Workings of Current and Magnet" in junior high school, in which 120 students participated. As a result of the evaluation of the practice, the note-taking method and the teaching method proved to be effective.

収録刊行物

  • 科学教育研究

    科学教育研究 34 (2), 86-96, 2010

    一般社団法人 日本科学教育学会

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