Design experiments for integrating a CSCL technology into Japanese elementary science education
Authors: 
Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Hayashi Nakayama, Etsuji Yamaguchi, Makiko TakenakaAuthors Info & Claims
Pages 613 - 614
Abstract
We designed CSCL-based science lessons for 4th and 6th grade. The CSCL technology we used was Knowledge Forum (KF), the second generation of CSILE software. In the first year, we designed the lesson in which KF was used as an extra communication tool. Goal-sensitive assessments for the lesson showed that students did not frequently discuss on the lesson concepts in a cognitive manner. The lesson design in the second year was revised by providing students with cognitive scaffolds so that they could more articulately discuss their thoughts as objects. Comparative analyses manifested that students in the second year were more engaged in science activities through social construction of their knowledge on KF. Design principles we found to be effective are discussed.
References
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Linn, M. C., Lewis, C., Tsuchida, I.,&Songer, N. B. (2000). Beyond fourth-grade science: Why do US and Japanese students diverge? Educational Researcher, 29(3), 4--14.
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Oshima, J., C. Bereiter,&Scardamalia, M. (1995). Information-access characteristics for high conceptual progress in a computer-networked learning environment. Computer Support for Collaborative Learning '95, Bloomington, IN, USA. Mahwah, NJ: Lawrence Erlbaum.
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Published: 07 January 2002
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