Development of Knowledge Building Curriculum for Elementary Science Education with Computer Support for Collaborative Learning

本研究聚焦于利用资讯科技发展科学课程，以创造与整合学习者的知识。我们使用北美开发的CSCL （Computer Support for Collaborative Learning）技术，知识论坛，帮助学习者在学习活动中收集、剪切和重构知识。为了调整日本的学校方法，知识论坛进行了定制，并增加了开发科学课程的技术功能。我们增加了一个网页，包括简短的描述、图片和快速视频，为学生提供他们的学习历史，以鼓励反思活动。知识论坛主窗口的右栏总是显示学生在每节课上做了什么。这个额外的网页和功能的目的是鼓励学生进行反思活动，并支持学生顺利参与一天的学习活动。我们开发了“事物如何燃烧”单元来研究燃烧现象，“如何制作形状良好的明矾晶体”单元来研究5^< >级的溶液和沉积。在3年的研究期间，实验课每年进行1 - 2次。每次实验课结束后，从学生的知识积累和信息技术使用效果的角度对单元进行评估。每堂实验课结束后，根据评价结果对课程进行细化，对技术功能进行定制。从实验课的对比分析可以看出，通过知识论坛对学生的知识进行社会建构，学生逐渐参与到科学活动中来。

This research focuses on development of science curriculums using information technology for creating and integrating learner's knowledge. We used the CSCL (Computer Support for Collaborative Learning) technology, Knowledge Forum developed in North America, which helps learner's collecting, shearing, and reconstructing their knowledge through learning activities. For adjusting Japanese school ethods, Knowledge Forum was customized and added technological functions for development science curriculums. We added a web page including short descriptions, pictures, and Quick Time videos provided students with their learning history to encourage reflective activity. The right column of the main Knowledge Forum window always showed students what they had done in each class. The aim of this additional web page and function to encourage student reflective activities and to support engage in the day's learning activity smoothy.We development the unit titled "How things barn" to study combustion phenomenon and "How to make well-shaped alum crystal" to study solution and depositions for 5^<th> grade. In the 3 years research period, experimental class was conducted one or two times a year. The unit was evaluated from the perspective of student's knowledge building and effectiveness of the usage of the information technology after each experimental class. Based on the result from evaluation, curriculum was refined and technological functions were customized after each experiment class.Comparative analysis from experiment classes manifested that learners were gradually engaged in science activities through social construction of their knowledge using Knowledge Forum.