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Which is the Better Tool for Promoting Conceptual Change, Paper-and-Pencil or Digital Fortune Line? : Case Analysis of Classroom Discourse
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, University of Miyazaki, Japan ; , Kobe University, Japan ; , Hiroshima University, Japan ; , Utsunomiya University, Japan ; , Kobe University, Japan ; , Sumiyoshi Elementary School Attached to Faculty of Human Development, Kobe University, Japan

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We developed the Digital Fortune Line (DFL) System for supporting the visualization and sharing of learners’ multiple ideas and their commitment to those ideas. If we can show that classroom discourse using DFL are more activated than those using Paper-and-pencil Fortune Line (PFL) in terms of facilitating conceptual change, we would be able to demonstrate DFL’s effectiveness in supporting learning as conceptual change more clearly than before. In the present study, we will therefore present cases of discourse taking place in curriculum using PFL and DFL, and qualitatively examine the differences between them, as the first step in comparing these two types of classroom discourse. Our results showed that students taking part in classroom discourse using DFL made remarks that related several experimental results with several hypotheses, as well as remarks involving mutual scrutiny of students’ ways of relating them.

Citation

Yamaguchi, E., Inagaki, S., Funaoi, H., Deguchi, A., Morino, A. & Kamiyama, S. (2009). Which is the Better Tool for Promoting Conceptual Change, Paper-and-Pencil or Digital Fortune Line? : Case Analysis of Classroom Discourse. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2343-2349). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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