Knowledge-building activity structures in Japanese elementary science pedagogy
- 255 Downloads
The purpose of this study is to refine Japanese elementary science activity structures by using a CSCL approach to transform the classroom into a knowledge-building community. We report design studies on two science lessons in two consecutive years and describe the progressive refinement of the activity structures. Through comparisons of student activities on- and off-line, it was found that the implementation of a CSCL environment facilitated students' idea-centered activity. The task requirement for students to engage in collective and reciprocal activities reflecting on their own ideas was also effective if it required students to use their conceptual understanding for producing something concrete.
KeywordsCSCL Japanese elementary science Knowledge building Design studies
Unable to display preview. Download preview PDF.
- Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Shauble, & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah, New Jersey: Lawrence Erlbaum.Google Scholar
- Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Mahwah, New Jersey: Lawrence Erlbaum.Google Scholar
- Oshima, J., Oshima, R., Inagaki, S., Takenaka, M., Nakayama, H., Yamaguchi, E. et al. (2003). Teachers and researchers as a design team: Changes in their relationship through a design experiment using Computer Support for Collaborative Learning (CSCL) technology. Education, Communication, and Information, 3(1), 105–127.CrossRefGoogle Scholar
- Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Yamamoto, T. et al. (2002). CSCL design experiments in Japanese elementary science education: Hypothesis testing lesson and collaborative construction lesson. Annual Meeting of the American Educational Research association, April 1–4, New Orleans, Louisiana.Google Scholar
- Rohlen, T., & LeTendre, G. (Eds.) (1995). Teaching and learning in Japan. New York, New York: Cambridge University Press.Google Scholar
- Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, Illinois: Open Court.Google Scholar
- Scardamalia, M., & Bereiter, C. (2002). Knowledge building. In Encyclopedia of education, Second Edition (pp. 1370–1373). New York: Macmillan, USA.Google Scholar