A STUDY OF THE INFLUENCE OF INDIVIDUALS ON COLLABORATIVE LEARNING ABOUT THE SOLAR SYSTEM

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This study explored collaborative learning about the solar system in junior high school science classes. The investigation examined how group composition was related to the reconstruction of students' ideas when they explained the movement of Venus to one another in small groups. Students' use of notions about the solar system was more likely to change by at least one higher level when the students were arranged in heterogeneous groups in which members initially had used diverse ideas, compared to arrangement in homogenous groups in which members initially had used similar ideas. Both arrangements were more effective in prompting use of higher level notions about the solar system by at least one level than the arrangement already in use in a science class. In small groups where all members initially had used the same idea, it was inferred that a higher level notion could be reconstructed if they had a lively discussion. Moreover, participation of persuasive or talkative students in a group seemed to be more important in promoting use of more scientific notions about the solar system than to arrange groups on the basis of initial ideas used. Also, it seems to be important to facilitate the expression of ideas by less persuasive students because more persuasive students tended to control conversations in their small groups. On the basis of this study, it seems to be desirable for small groups to be designed so as to enable participants to raise cognitive conflicts through animated discussion.

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  • 科学教育研究

    科学教育研究 25 (3), 145-166, 2001

    一般社団法人 日本科学教育学会

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