Activating "Face-to-Face Promotive Interaction" in Cooperative Learning : Technology-Supported Externalization of Student Thinking

• DAIKOKU Takafumi

  Sumiyoshi Junior High School Attached to the Faculty of Human Development, Kobe University:Graduate School of Human Development and Environment, Kobe University

• DEGUCHI Akiko

  Graduate School of Cultural Studies and Human Science, Kobe University:the Japan Society for the Promotion of Science

• YAMAGUCHI Etsuji

  Faculty of Education and Culture, University of Miyazaki

• FUNAOI Hideo

  Graduate School of Engineering, Hiroshima University

• INAGAKI Shigenori

  Graduate School of Human Development and Environment, Kobe University

Bibliographic Information

Other Title

• 協同学習における対面的-積極的相互作用の活性化 : テクノロジを利用した思考の外化に着目して
• キョウドウ ガクシュウ ニ オケル タイメンテキ セッキョクテキ ソウゴ サヨウ ノ カッセイカ テクノロジ オ リヨウシタ シコウ ノ ガイカ ニ チャクモクシテ

Abstract

The purpose of this study was to examine the effectiveness of "technology-supported externalization of student thinking" in order to activate "face-to-face promotive interaction," one of the five basic elements of cooperative learning advocated by Johnson et al. (1998). To achieve this purpose, we examined the following two points. First, to examine effective methods for activating "face-to-face promotive interaction" theoretically, we reviewed previous research related to support for student interaction in science teaching, and in other adjoining academic fields. As a result, we generated the theoretical hypothesis that "technology-supported externalization of student thinking" is able to activate "face-to-face promotive interaction." Second, to test this hypothesis, we conducted experimental lessons using both "technology supported externalization of student thinking" and "five basic elements of cooperative learning." The technology support used was the concept mapping software "Undo-kun," and lessons were conducted in three ninth-grade classes (120 students). The results of an analysis of student interaction while using the software and a questionnaire-based survey showed that using the software in cooperative learning is effective in activating student "face-to-face promotive interaction." We conclude that these result empirically prove the adequacy of our hypothesis.

Journal

• Journal of Research in Science Education

  Journal of Research in Science Education 48 (1), 35-49, 2007-07-31

  Society of Japan Science Teaching

Details

• CRID: 1390011097092476672
• NII Article ID: 110006884602
• NII Book ID: AA11406090
• DOI: 10.11639/sjst.kj00005018374
• ISSN: 2187509X
• ISSN: 13452614
• NDL BIB ID: 8913303
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I8913303
• Web Site: https://www.jstage.jst.go.jp/article/sjst/48/1/48_KJ00005018374/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed