Search results for author:"Hayashi Nakayama"
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World Conference on Educational Media and Technology 2004 (2004) pp. 84–87
The authors focus on a style of scientific model learning with Drawings that students reflect their drawing processes using the playback function of a drawing system. They call the drawing system with playback function "RPDS: Repeat-Playable-Drawing ...
Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction
Jun Oshima; Ritsuko Oshima; Isao Murayama; Shigenori Inagaki; Makiko Takenaka; Hayashi Nakayama; Etsuji Yamaguchi
International Journal of Science Education Vol. 26, No. 10 (Aug 20, 2004) pp. 1199–1221
This paper reports design experiments on two Japanese elementary science lesson units in a sixth-grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different...
Jun Oshima; Ritsuko Oshima; Isao Murayama; Shigenori Inagaki; Makiko Takenaka; Tomokazu Yamamoto; Etsuji Yamaguchi; Hayashi Nakayama
International Journal of Computer-Supported Collaborative Learning Vol. 1, No. 2 (June 2006) pp. 229–246
The purpose of this study is to refine Japanese elementary science activity structures by using a CSCL approach to transform the classroom into a knowledge-building community. We report design studies on two science lessons in two consecutive years...
Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum
Miki Sakamoto; Etsuji Yamaguchi; Shigenori Inagaki; Jun Oshima; Ritsuko Oshima; Isao Murayama; Makiko Takenaka; Tomokazu Yamamoto; Masaji Fujimoto; Hayashi Nakayama
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2710–2715
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...