- 著者
- Ryohei Ikejiri Ryota Yamamoto Seiko Nakano Kenzo Yoneda Yuhei Yamauchi
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Pra-p001, 2021 (Released:2021-09-22)
- 参考文献数
- 20
- 被引用文献数
- 1
This study designed and evaluated a project-based learning (PjBL) technique that promotes the social construction of knowledge by overcoming dissonance using G Suite for Education. The core aspects of the design include controlling the discussion process by setting a task with the same directionality in terms of its solution while including two conflicting positions and using a synchronous system to provide real-time feedback from a teacher to control the discussion process. A four-part model of PjBL was presented to overcome dissonance. To evaluate the effects of this model, PjBL lessons were conducted with high-school students in which the topic led them to consider ideas to support people living in shelters for 3 months following an earthquake. Consequently, the effects of the core aspects of the design were partially confirmed.
- 著者
- Takashi SHIBATA Kazunori SATO Ryohei IKEJIRI
- 出版者
- The Institute of Electronics, Information and Communication Engineers
- 雑誌
- IEICE Transactions on Electronics (ISSN:09168524)
- 巻号頁・発行日
- vol.E100.C, no.11, pp.1012-1020, 2017-11-01 (Released:2017-11-01)
- 参考文献数
- 20
- 被引用文献数
- 2
We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.
- 著者
- Takashi SHIBATA Kazunori SATO Ryohei IKEJIRI
- 出版者
- The Institute of Electronics, Information and Communication Engineers
- 雑誌
- IEICE TRANSACTIONS on Electronics (ISSN:09168516)
- 巻号頁・発行日
- vol.E100-C, no.11, pp.1012-1020, 2017-11-01
We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.