Support of Activation of the Basic Elements of Cooperative Learning : Proposal of Design Principles regarding Use of Idea-Externalizing Technology in Cooperative Learning proposed by Johnson et al.

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  • Daikoku Takafumi
    Sumiyoshi Junior High School Attached to Faculty of Human Development, Kobe University:Graduate School of Human Development and Environment, Kobe University
  • Deguchi Akiko
    Faculty of Education, Utsunomiya University:Graduate School of Cultural Studies and Human Science, Kobe University
  • 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

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Other Title
  • 協同学習における基本的構成要素の活性化支援 : ジョンソンらの協同学習論に基づいた思考外化テクノロジ利用のデザイン原則の提案
  • キョウドウ ガクシュウ ニ オケル キホンテキ コウセイ ヨウソ ノ カッセイカ シエン ジョンソン ラ ノ キョウドウ ガクシュウロン ニ モトズイタ シコウガイカ テクノロジ リヨウ ノ デザイン ゲンソク ノ テイアン

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Abstract

<p>The objective of this study is to clarify how idea-externalizing technology should be used in activating, as a whole, the five basic elements of Cooperative Learning proposed by Johnson et al. (1998). We began with a theoretical review by examining previous studies concerning the functions and applications of technology used to support cooperative learning in science education and the adjoining fields, so as to identify the measures considered effective in activating each of the basic elements of Cooperative Learning. We then put together individual measures adopted in respective studies, to generalize them as measures for activating the basic elements of Cooperative Learning. As a result, we identified design principles regarding the use of idea-externalizing technology for activating all of the five basic elements. To verify these hypothetical principles, we conducted an experiment using the concept mapping software "Undo-kun". In the experiment we gave science lessons in the unit of "Understanding Reproduction and Genetics" to 3 classes of 118 third-year junior high school students (14-15 years old), with Undo-kun application devised on the basis of our design principles. Our analysis, mainly of videorecorded classroom episodes of the experiment, led us to conclude that the use of Undo-kun on the basis of these design principles is effective in activating all of the five basic elements of Cooperative Learning. The results therefore constitute demonstrative support of the hypothetical principles proposed in this study.</p>

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