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Jun Oshima Ritsuko Oshima Isao Murayama Shigenori Inagaki Makiko Takenaka Hayashi Nakayama 《International Journal of Science Education》2013,35(10):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 approaches in the experiments depending on their instructional goals. In the unit ‘air and how things burn’, we designed the unit where groups of students engaged in building theories on ‘how a candle stops burning in a closed jar’. In the unit ‘characteristics of various solutions’, groups of students collaboratively constructed a pH scale as knowledge artefact. In both studies, the CSCL technology was implemented mainly for facilitating collaboration between groups. Results showed that: (1) students were more likely to engage in symmetric communication (i.e. between groups as well as within groups) in the second unit, and (2) they were also more idea‐centred and more frequently shared their ideas in the second unit. The results were discussed from the perspectives of the scientific practices students engaged in and task structure. 相似文献
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Qualitative changes in intuitive biology 总被引：1，自引：0，他引：1
Recent studies on children’s intuitive biology have indicated that a form of autonomous biology is acquired early in childhood and that later qualitative changes occur within the domain. In this article we focus on two of such changes: (a) In predicting behaviors and attributing properties to an animate object, young children rely on the target’s similarity to people, whereas older children and adults use its category membership and category-behavior (or property) associations; and (b) The modes of explanation change from vitalistic to mechanistic. Whereas young children prefer vitalistic explanations, older children and adults like mechanistic explanations better. We present some experimental findings for these changes. We also indicate how social contexts induce or enhance conceptual change. We discuss three theo-retical issues: implications for conceptual change in biology, for conceptual change in general, and for biology instruction. 相似文献
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Inagaki Ayako 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):279-280
International Review of Education - 相似文献
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Gelatin-based microcapsule production using a microfluidic system and the feasibility of the resultant microcapsules for constructing spherical tissues surrounded by heterogeneous cells were studied. The first cell-encapsulation and subsequent cell-enclosing microparticle encapsulation were achieved using a microfluidic flow-focusing droplet production system. A hollow-core structure of about 150 μm in diameter was developed by incubating the resultant microparticles at 37 °C, which induced thermal melting of the enclosed unmodified gelatin microparticles. Mammalian cells filled the hollow-cores after 4 days of incubation. A cell layer on the cell-enclosing microcapsules was developed by simply suspending the microcapsules in medium containing adherent fibroblast cells. This method may prove useful for the generation of gelatin microcapsules using a microfluidic system for formation of artificial tissue constructs. 相似文献
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This paper assesses the ways in which local actors are reconfiguring public access to broadband through the unlicensed spectrum. The process of adoption and configuration of public Wi-Fi networks in Austin, Texas, is the focus of our case study. Austin is one of the most “unwired” cities in the United States and increasingly known as a world-class industrial center in wireless. The development of strategic visions about public Wi-Fi services among user groups and local startups provided a fertile ground for diverse partnerships among nonprofit groups, broadband providers, wireless ISPs, and the city government. We also found that the popularity of the venue-sponsored or free-to-end-user model of access is supported by different providers that see their interests represented in the growth of public wireless broadband. However, the prevailing model of public Wi-Fi has a strong commercial bias. This, combined with the historical socioeconomic divides in the city, has resulted in an uneven geography of public Wi-Fi networks. 相似文献
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A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10 years of age. It had three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution. Students in each class were required to choose an alternative themselves, state their reason for the choice, and discuss which alternative would be right. After whole-class discussion, they were asked to choose an alternative again and nominate the student who had offered the most plausible idea. Then students in six classes were informed which alternative was the most appropriate, whereas those in five classes were not. Finally, the students, irrespective of the presence/absence of feedback, were required to solve the initial problem without the alternatives as the post-test, and two new problems as the transfer test.The results showed that (a) the students could offer more or less plausible arguments for or against each alternative, which in most classes included the correct explanation; (b) both vocal and silent students could write a mathematical expression for the post-test problem and manipulated it correctly, incorporating other students' ideas presented during the discussion, with or without the teacher's feedback, though their generalization was rather limited; and (c) the students could recognize and memorize reasonable explanations offered by other students in the discussion. 相似文献
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Young Children's Understanding of the Mind-Body Distinction 总被引：3，自引：0，他引：3
4 experiments investigated children's understanding of the mind-body distinction. Children of ages 4 and 5 recognized not only the differential modifiability of changeable versus unchangeable human properties and bodily versus mental properties, but also the independence of activities of bodily organs from a person's intention (Experiment 1). When presented 3 types of causal explanations (i.e., intentional, vitalistic, mechanical), 6-year-olds chose most often as most plausible for bodily functions vitalistic explanations (i.e., those ascribing the phenomena to a relevant bodily organ's initiative and effortful engagement in activity); 8-year-olds chose the vitalistic explanations second most often, following mechanical ones (Experiment 2). However, 6-year-olds, as well as 8-year-olds and adults, did not always choose vitalistic explanations over intentional explanations (Experiment 3); whereas they tended to prefer vitalistic explanations for biological phenomena, they predominantly accepted intentional ones for psychological phenomena (Experiment 3A). These results suggest that children as young as 6 years of age have acquired a form of biology as an autonomous domain which is separate from that of psychology. 相似文献
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