建設的相互作用経験の蓄積が協調的問題解決能力の育成につながるか:―縦断的な発話データを用いた能力発揮場面の分析― [in Japanese] Potential for Development of Collaborative Problem Solving Skills through Accumulation of Constructive Interaction Experience::Analyzing How Children Engage in Dialogue Using Longitudinal Dialogue Data [in Japanese]
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This study examined whether collaborative problem solving (CPS) skills can be de-<br>veloped in school through knowledge creation. We collected dialogue data from four<br> lessons and analyzed how children engage in dialogue. The study subjects were children<br> who had taken classes with a working-backward approach until the third grade and then<br> lessons with a working-forward approach from the fourth-grade until graduation. The<br> longitudinal dialogue data were analyzed in three ways. First, each utterance was coded<br> as "team-coordination"or "contents-oriented."Second, we counted the number of cy-<br>cling processes between understanding and non-understanding based on the framework<br> of constructive interaction. Finally, we examined the level of understanding based on<br> the model of social construction of knowledge and understanding. The results suggested<br> that the children developed their CPS skills through the lessons with a working-forward<br> approach. This was supported by a cross-sectional study, wherein children were asked<br> to solve a problem in pairs. The targeted school outperformed other schools with re-<br>gard to the likelihood of constructive interaction. These longitudinal and cross-sectional<br> analyses suggest that the frequency of constructive interaction could be an indicator of<br> CPS skills. This study finally discussed the possibility that accumulative experience of<br> knowledge creation through constructive interaction in lessons could develop children's<br> CPS skills.
- Cognitive Studies
Cognitive Studies 23(3), 237-254, 2016
Japanese Cognitive Science Society