micro:bitを用いた協調学習による サイバーフィジカルに対する児童の理解深化支援とその検討

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書誌事項

タイトル別名
  • A Study of Scaffolding for Elementary-School Children’s Deepening Understanding about Cyber-physical Through Collaborative Learning Using micro:bit

抄録

In this research, we report about a collaborative learning practice that scaffolds elementary-school children for deepening the children’s understanding about cyber-physical domain which requires relation-making between naïve-experiences and explanation model derived from the experiences. In the practice, we conducted “knowledge-construction jigsaw” which required the children to think about the question collaboratively: “What air-conditioners do for keeping rooms’ temperature nice for people?” using micro:bit and its programming. We collected pre- and post- answers of each child about the question, programs for operating micro:bit which were made by the children’s group, and discourse data with children’s actions (pointing PC’s screen, shaking micro:bit and so forth). The results from eight groups from twenty-four children suggested that all the groups completed to make expected program to answer the question. However, only four groups used actual micro:bit properly and the remaining four groups only used micro:bit-simulator which can be used in PCs. Comparative discourse analysis from these two categories of groups suggested that the children who were in actual micro:bit used groups more concerned physical conditions like checking room-temperature using an analog thermo-meter, and more hypothesized what will be shown on their micro:bit in relation to the room-temperature than the children in the no-use of micro:bit groups.

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詳細情報 詳細情報について

  • CRID
    1390006662427092864
  • NII論文ID
    130008043057
  • DOI
    10.11184/his.23.2_177
  • ISSN
    21868271
    13447262
  • 本文言語コード
    ja
  • データソース種別
    • JaLC
    • CiNii Articles
    • KAKEN
  • 抄録ライセンスフラグ
    使用不可

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