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...

Knowledge-Building Activity Structures in Japanese Elementary Science Pedagogy

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...

Topics: Students, Middle School Education