- 著者
-
遠山 紗矢香
- 出版者
- Japanese Cognitive Science Society
- 雑誌
- 認知科学 = Cognitive studies : bulletin of the Japanese Cognitive Science Society (ISSN:13417924)
- 巻号頁・発行日
- vol.20, no.2, pp.177-203, 2013-06-01
In order for students to constructively interact for rebuilding their own thoughts with<br> peers, they should hold initial understanding of a topic before starting a discussion. The<br> initial understanding should consist of both concrete evidence and abstract summaries<br> that can be re-related to each other in discussion. This paper analyzed the effect<br> of scaffolding for constructing initial understandings in university. "Question-Answer<br> Tool" (Q-A tool) was provided to help students to extract structural elements such<br> as theme, experiment procedure, results, implications, and assertions from research<br> findings about cognitive science for a collaborative learning called"Dynamic Jigsaw. "<br>Students explain research findings to each other and summarize multiple research find-<br>ings with their colleagues in the Dynamic Jigsaw. "ReCoNote" was also provided for<br> students. It imports the extracted elements into each student's concept map to support<br> making relations among the elements. We compared 19 students who were supported<br> by the Q-A tool and ReCoNote in 2004 and 17 students who were only supported by ReCoNote in 2003 using design experiment paradigms to measure the effect of the Q-A<br> tool. All the concept maps and three explanations about research findings per group<br> were analyzed. The Q-A tool-supported students could describe implications and asser-<br>tions with appropriate evidence in their concept maps. In contrast, the non-supported<br> students could refer to evidence but not implications or assertions. Furthermore, the Q-<br>A tool-supported students described their original advanced implications drawn from<br> the research findings through making relations between the structural elements and<br> their original thoughts, and prepared summaries using two of the research findings by<br> comparing and relating the two research findings' structural elements in constructive<br>interaction with peers.