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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
http://hdl.handle.net/10458/3442
http://hdl.handle.net/10458/34421ac4904f-1837-477e-b1bd-7cbb49887bb0
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSE_34_2_145-153_nakayama2010.pdf (1.3 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2011-07-21 | |||||
| タイトル | ||||||
| タイトル | 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 | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Design Study on Collaborative Learning of Socioscientific Issues : A Case Study of Learning about "Defining Problems" in the Unit about "Electric Power Problems" | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| キーワード | socioscientific issues, defining problems, CSCL, design study, electric-power problem | |||||
| 資源タイプ | ||||||
| 資源タイプ | journal article | |||||
| 著者 |
坂本, 美紀
× 坂本, 美紀× 山本, 智一× 山口, 悦司× 稲垣, 成哲× 大島, 純× 大島, 律子× 中山, 迅× 竹中, 真希子× 村山, 功× 坂本, 美紀× 稲垣, 成哲× 大島, 純× 大島, 律子× 竹中, 真希子× 村山, 功 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 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. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 科学教育研究 en : Journal of science education in Japan 巻 34, 号 2, p. 145-153, 発行日 2010-06-10 |
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| 出版者 | ||||||
| 出版者 | 日本科学教育学会 | |||||
| 言語 | ja | |||||
| 出版者 | ||||||
| 出版者 | Japan Society for Science Education (JSSE) | |||||
| 言語 | en | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 03864553 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00036978 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
