- 認知科学 (ISSN:13417924)
- vol.23, no.3, pp.237-254, 2016-09-01 (Released:2017-03-01)
This study examined whether collaborative problem solving (CPS) skills can be de-veloped in school through knowledge creation. We collected dialogue data from four lessons and analyzed how children engage in dialogue. The study subjects were children who had taken classes with a working-backward approach until the third grade and then lessons with a working-forward approach from the fourth-grade until graduation. The longitudinal dialogue data were analyzed in three ways. First, each utterance was coded as “team-coordination”or “contents-oriented.”Second, we counted the number of cy-cling processes between understanding and non-understanding based on the framework of constructive interaction. Finally, we examined the level of understanding based on the model of social construction of knowledge and understanding. The results suggested that the children developed their CPS skills through the lessons with a working-forward approach. This was supported by a cross-sectional study, wherein children were asked to solve a problem in pairs. The targeted school outperformed other schools with re-gard to the likelihood of constructive interaction. These longitudinal and cross-sectional analyses suggest that the frequency of constructive interaction could be an indicator of CPS skills. This study finally discussed the possibility that accumulative experience of knowledge creation through constructive interaction in lessons could develop children’s CPS skills.