Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction

Autor/inn/en	Oshima, Jun; Oshima, Ritsuko; Murayama, Isao; Inagaki, Shigenori; Takenaka, Makiko; Nakayama, Hayashi; Yamaguchi, Etsuji
Titel	Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction
Quelle	In: International Journal of Science Education, 26 (2004) 10, S.1199-1221 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Quantitative Daten; Hypothesis Testing; Elementary School Science; Science Instruction; Foreign Countries; Computer Uses in Education; Cooperative Learning; Grade 6; Scientific Concepts; Teaching Methods + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Computernutzung; Kooperatives Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reports design experiments on two Japanese elementary science lesson units in a sixth-grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit 'air and how things burn', we designed the unit where groups of students engaged in building theories on 'how a candle stops burning in a closed jar'. In the unit 'characteristics of various solutions', groups of students collaboratively constructed a pH scale as knowledge artefact. In both studies, the CSCL technology was implemented mainly for facilitating collaboration between groups. Results showed that: (1) students were more likely to engage in symmetric communication (i.e. between groups as well as within groups) in the second unit, and (2) they were also more idea-centred and more frequently shared their ideas in the second unit. The results were discussed from the perspectives of the scientific practices students engaged in and task structure. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10