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.
雑誌名
科学教育研究
巻
34
号
2
ページ
145 - 153
発行年
2010-06-10
出版者
日本科学教育学会
Japan Society for Science Education (JSSE)
リポジトリのご案内
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
JSSE_34_2_145-153_nakayama2010.pdf
(1.25MB)
