Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum
Miki Sakamoto, Kobe University, Japan ; Etsuji Yamaguchi, University of Miyazaki, Japan ; Shigenori Inagaki, Kobe University, Japan ; Jun Oshima, Ritsuko Oshima, Isao Murayama, Shizuoka University, Japan ; Makiko Takenaka, Oita University, Japan ; Tomokazu Yamamoto, Masaji Fujimoto, Sumiyoshi Elementary School Attached to Faculty of Human Development, Kobe University, Japan ; Hayashi Nakayama, 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
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.
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).
© 2008 Association for the Advancement of Computing in Education (AACE)