Article

Progressive refinement of a CSCL-based lesson plan for improving student learning as knowledge building in the period for the integrated study

Authors:

Knowledge Forum® Japan Research Group,

Jun OshimaAuthors Info & Claims

CSCL '05: Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!

Pages 321 - 330

Published: 30 May 2005 Publication History

Abstract

Although constructivism has been prevailed across schools in Japan, what they call constructivism is a "shallow" one (Scardamalia, & Bereiter, 2002). In collaboration with teachers at a laboratory school, we have been conducting design studies on a lesson for knowledge building from the perspective of "deep" constructivism. For embodying such a new lesson, a CSCL technology called Knowledge Forum® has been introduced. Through the progressive refinement of lesson plans, we have been involved in creating pedagogical design principles (Linn, Davis, & Bell (Eds.), 2004) by referring to the metaprinciples on knowledge building (Scardamalia, 2002). In this report, we describe our refinement process of a fifth-grade lesson on genetically modified foods through two years, and discuss how the pedagogical design principles can be transformed into design elements.

References

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Bereiter, C. (1994). Implication of postmodernism for science education: A critique. Educational Psychologist, 29(1), 3--12.

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Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago, IL: Open Court.

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Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393--452). Mahwah, NJ: Lawrence Erlbaum.

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Chan, C., Lee, E., & van Aalst, J. (2001). Assessing and Fostering Knowledge Building Inquiry and Discourse. Paper presented at the IKIT Summer Institute 2001, Toronto, ON.

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Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15--42.

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Linn, M. C., Davis, E., & Bell, P. (Eds.). (2004). Internet Environments for Science Education. Mahwah, NJ: Lawrence Erlbaum.

Digital Library

[9]

Oshima, J., Oshima, R., Inagaki, S., Nakayama, H., Yamaguchi, E., Takenaka, M., & Murayama, I. (2003). Teachers and Researchers as a Design Team: Changes in Their Relationship Through the Design Experiment Approach with a CSCL Technology. Education, Communication, and Information, 3, 1, 105--127.

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Oshima, J., Oshima, R., Murayama, L, Inagaki, S., Takenaka, M., Nakayama, H., & Yamaguchi, E. (2004). Design experiments in Japanese elementary science education with computer support for collaborative learning (CSCL): Hypothesis testing and collaborative construction. International Journal of Science Education, 26(10), 1199--1221.

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Scardamalia, M. Collective cognitive responsibility for the advancement of knowledge. In B. Jones (Ed.), Liberal Education in the Knowledge Age. Chicago, IL: Open Court.

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Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177--199.

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Cited By

Oshima JOshima R(2007)Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCLProceedings of the 8th iternational conference on Computer supported collaborative learning10.5555/1599600.1599706(567-569)Online publication date: 16-Jul-2007
https://dl.acm.org/doi/10.5555/1599600.1599706

Progressive refinement of a CSCL-based lesson plan for improving student learning as knowledge building in the period for the integrated study
1. Applied computing

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Published In

cover image DL Hosted proceedings

CSCL '05: Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!

May 2005

797 pages

ISBN:0805857826

Conference Chair:
Tak-Wai Chan
National Central University

Sponsors

Springer
Chunghwa Telecom
Kaleidoscope Network of Excellence Project in Technology Enhanced Learning, European Union
Ministry of Education, Taiwan
National Science Council, Taiwan
National Program of Science and Technology for e-Learning, Taiwan
National Science Foundation, USA
G1:1 -- Global Researcher Network on 1:1 Digital Learning
AClass Learning Technology Inc.
Lawrence Erlbaum Associates, Inc., Publishers
International Society of the Learning Sciences
Research Center for Science and Technology for Learning, National Central University, Taiwan
Taipei City Government, Taiwan

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International Society of the Learning Sciences

Publication History

Published: 30 May 2005

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CSCL '05 Paper Acceptance Rate 100 of 252 submissions, 40%;

Overall Acceptance Rate 182 of 334 submissions, 54%

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Cited By

Oshima JOshima R(2007)Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCLProceedings of the 8th iternational conference on Computer supported collaborative learning10.5555/1599600.1599706(567-569)Online publication date: 16-Jul-2007
https://dl.acm.org/doi/10.5555/1599600.1599706

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