Instructional Design in Dialogical Science Lesson to Promote Pupils’ Construction of Scientific Concepts

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  • 子どもにおける科学概念構築を促す対話的な理科授業のデザインとその評価
  • コドモ ニ オケル カガク ガイネン コウチク オ ウナガス タイワテキ ナ リカ ジュギョウ ノ デザイン ト ソノ ヒョウカ

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Abstract

<p>We designed a science lesson based on Alexander’s “principle of dialogue teaching” utilizing Vygotsky’s function of the Zone of Proximal Development for the purpose of fostering pupils’ constructions of scientific concepts via collaborative problem solving. To promote the dialogic teaching of this lesson, we utilized formative assessment. The results of in-class practice indicated that: (1) Our science lesson design based on Alexander’s “principle of dialogue teaching” worked effectively to foster students’ construction of scientific concepts. (2) The formative assessment to promote dialogue teaching was revealed to reflect the five principles of dialogue teaching. The dialogical science lesson design derived in this study and deployed in its practice clarified that it effectively contributes to the pupils’ construction of scientific concepts. </p>

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