科学的知識の再構築を促すCSCLを取り入れた実践研究

1. 理论背景：我们讨论了本研究的理论框架（铃木，2003年（日语））。我们发表了本研究的基本报告（Suzuki, 2003(in English)）。开发CSCL环境：我们开发了一个“eMATE”作为基于电子学习系统的CSCL环境（Nakahara et al., 2002; Nishimori et al., 2003）。3 .在CSCL环境中开发数据分析系统（Kasai et al., 2003）实践研究：我们对教师教育项目进行了实践研究(Nagata et al., 2002a:2002b:2003（日语）；Suzuki et al., 2002a:2002b；铃木，2003年（日语）；铃木，2003年（英文版）。结果：协作学习的结果应包括促进大学生认知冲突的任务。教师应该营造促进大学生合作学习的氛围。实践研究结果CSCL环境培养了大学生关于科学知识的对话。CSCL环境下的社会互动可以促进大学生对科学知识的理解。在本课程中，本科生通过使用CSCL环境与研究生合作，学到了很多东西。更多研究：我们计划探索将结果适应于初中课堂的背景（Imai等人，2003）。

1. Theoretical background: We discussed the theoretical frameworks of this research (Suzuki, 2003(in Japanese)). We published the basic report of this research (Suzuki, 2003(in English)).2. Developing a CSCL environment: We developed an "eMATE" as a CSCL environment based on e-Learning system (Nakahara et al., 2002: Nishimori et al., 2003)3. Developing an analysis system of data in a CSCL environment (Kasai et al., 2003)4. Practical research: We have done practical research in teacher education programs (Nagata et al., 2002a:2002b:2003(in Japanese): Suzuki et al., 2002a:2002b; Suzuki, 2003 (in Japanese); Suzuki, 2003(in English)).5. Results: Results of basic research Collaborative learning should involve tasks that facilitate cognitive conflicts among undergraduate students. An instructor should foster the atmosphere that enhances undergraduate students doing collaborative learning. Results of practical research A CSCL environment fostered college students' conversations about scientific knowledge. Social interactions via a CSCL environment may enhance the undergraduate students' understanding of scientific knowledge. Undergraduate students learned a lot from collaboration with graduate students by using a CSCL environment in the course.6. More Research: We plan to explore adapting the results to the context of junior high school classes(Imai et al., 2003).