Design Study on Collaborative Learning of Socioscientific Issues : A Case Study of Learning about "Defining Problems" in the Unit about "Electric Power Problems"
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- SAKAMOTO Miki
- Graduate School of Human Development and Environment, Kobe University
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- YAMAMOTO Tomokazu
- Faculty of Education and Culture, University of Miyazaki
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- YAMAGUCHI Etsuji
- Graduate School of Human Development and Environment, Kobe University
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- INAGAKI Shigenori
- Graduate School of Human Development and Environment, Kobe University
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- OSHIMA Jun
- Faculty of Informatics, Shizuoka University
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- OSHIMA Ritsuko
- Faculty of Informatics, Shizuoka University
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- NAKAYAMA Hayashi
- Graduate School of Education, University of Miyazaki
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- TAKENAKA Makiko
- Education and Human Development Center, Oita University
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- MURAYAMA Isao
- Graduate School of Education, Shizuoka University
Bibliographic Information
- Other Title
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- 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)
- 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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Abstract
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.
Journal
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- Journal of Science Education in Japan
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Journal of Science Education in Japan 34 (2), 145-153, 2010
Japan Society for Science Education
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Details 詳細情報について
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- CRID
- 1390001205751382912
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- NII Article ID
- 110007642203
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- NII Book ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- HANDLE
- 10458/3442
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- NDL BIB ID
- 10762537
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- Text Lang
- ja
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- Data Source
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- JaLC
- IRDB
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed