Design experiments for integrating a CSCL technology into Japanese elementary science education
Design experiments for integrating a CSCL technology into Japanese elementary science education
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将CSCL技术融入日本基础科学教育的实验设计
DOI：
10.3115/1658616.1658749
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
M. Takenaka
中科院分区：
文献类型：
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作者：
J. Oshima;Ritsuko Oshima;Isao Murayama;S. Inagaki;Hayashi Nakayama;Etsuji Yamaguchi;M. Takenaka
我们为四年级和六年级设计了基于CSCL的科学课程。我们使用的CSCL技术是知识论坛（KF），第二代CSILE软件。在第一年，我们设计的课程中，KF被用作一个额外的沟通工具。目标敏感的评估显示，学生没有经常讨论的教训概念的认知方式。第二年的课程设计进行了修改，为学生提供了认知支架，使他们能够更清晰地讨论他们的想法作为对象。比较分析显示，学生在第二年更多地从事科学活动，通过社会建设他们的知识KF。我们发现是有效的设计原则进行了讨论。
We designed CSCL-based science lessons for 4th and 6th grade. The CSCL technology we used was Knowledge Forum (KF), the second generation of CSILE software. In the first year, we designed the lesson in which KF was used as an extra communication tool. Goal-sensitive assessments for the lesson showed that students did not frequently discuss on the lesson concepts in a cognitive manner. The lesson design in the second year was revised by providing students with cognitive scaffolds so that they could more articulately discuss their thoughts as objects. Comparative analyses manifested that students in the second year were more engaged in science activities through social construction of their knowledge on KF. Design principles we found to be effective are discussed.