科学技術問題の解決を目指した協調学習のデザイン研究 : 電力問題を取り上げた単元における「問題を定義すること」の学習(<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)

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タイトル別名
  • Design Study on Collaborative Learning of Socioscientific Issues : A Case Study of Learning about "Defining Problems" in the Unit about "Electric Power Problems"
  • 科学技術問題の解決を目指した協調学習のデザイン研究--電力問題を取り上げた単元における「問題を定義すること」の学習
  • カガク ギジュツ モンダイ ノ カイケツ オ メザシタ キョウチョウ ガクシュウ ノ デザイン ケンキュウ デンリョク モンダイ オ トリアゲタ タンゲン ニ オケル モンダイ オ テイギ スル コト ノ ガクシュウ

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抄録

Socioscientific issues are plagued by a number of problems wherein the goals are unclear or no specific solution to an issue can be found. These problems are called "ill-defined problems", and the process of identifying or defining such problems is especially important when attempting to find a solution. The purpose of this study was to design a learning unit based on the design principles that activated interactions among learners, and to evaluate whether the learning unit could improve students' abilities in "defining problems." During the lesson, sixth-grade students tackled the electric-power problem-a socioscientific issue-with the aim of proposing solutions based on scientific knowledge. They were encouraged to repeat the collaborative problem-solving cycle and to define their problems for inquiry by themselves at the beginning of each cycle. Knowledge Forum, a CSCL system, provided support for the students in tackling the problem. In Knowledge Forum, students could externalize their products at the previous cycle in a communal database in order to share and examine their products. A comparison among the student-defined problems showed that students began defining more comprehensive problems in the later problem-solving cycle, and the design principles discussed here were shown to be effective.

収録刊行物

  • 科学教育研究

    科学教育研究 34 (2), 145-153, 2010

    一般社団法人 日本科学教育学会

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