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Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum
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, Kobe University, Japan ; , University of Miyazaki, Japan ; , Kobe University, Japan ; , , , Shizuoka University, Japan ; , Oita University, Japan ; , , Sumiyoshi Elementary School Attached to Faculty of Human Development, Kobe University, Japan ; , University of Miyazaki, Japan

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We developed a CSCL-based science curriculum for fostering students' ability in "defining problems". During the lesson, sixth-grade students tackled problems with nuclear power, a socioscientific issue. They were encouraged to repeat the problem-solving cycle and define their problems for inquiry by themselves. A comparison of the student-defined problems showed that students came to define more comprehensive problems in the later definition activity, and the design principles discussed here were shown to be effective.

Citation

Sakamoto, M., Yamaguchi, E., Inagaki, S., Oshima, J., Oshima, R., Murayama, I., Takenaka, M., Yamamoto, T., Fujimoto, M. & Nakayama, H. (2008). Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2710-2715). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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