Intervention Strategy to Encourage Transactive Discussion during the Argumentation Process of a Science Class
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- TAKAGAKI Mayumi
- Faculty of Child Studies, Kamakura Woman's University
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- TAZUME Hirotsugu
- Faculty of Child Studies, Kamakura Woman's University
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- SHIMIZU Makoto
- Faculty of Education, Saitama University
Bibliographic Information
- Other Title
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- 理科授業の議論過程におけるトランザクティブディスカッションの生成を促す教師の介入方略
- リカ ジュギョウ ノ ギロン カテイ ニ オケル トランザクティブ ディスカッション ノ セイセイ オ ウナガス キョウシ ノ カイニュウ ホウリャク
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Abstract
The purpose of this study was to design an intervention strategy which induces changes from naive theories regarding 'conservation of mass in a water solution' to scientific theories through collaborative discussion during observation and experimentation sessions of the dissolution of substances in a fifth-grade science class, and then to examine the effects. Results of a descriptive analysis of pre-post tests and interactive analysis of verbalization activity showed that: 1) the teacher's revoicing, which coordinates prediction, date and theory, generates transactive discussion in the direction of learning towards 'self-transforming modes'; 2) the teacher's revoicing, which clarifies inconsistencies among theories of members and then reformulates the theories, generates transactive discussion in the direction of learning towards 'other-transforming modes'. These findings suggested that transactive discussion in 1) and 2) causes cooperative construction of theories.
Journal
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- THE JAPANESE JOURNAL OF PSYCHOLOGY IN TEACHING AND LEARNING
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THE JAPANESE JOURNAL OF PSYCHOLOGY IN TEACHING AND LEARNING 2 (1), 23-33, 2006
The Japanese Association of Psychology in Teaching and Learning
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Keywords
Details 詳細情報について
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- CRID
- 1390001206103459968
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- NII Article ID
- 110008729863
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- NII Book ID
- AA12040493
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- ISSN
- 24241725
- 18800718
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- NDL BIB ID
- 8703394
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed