階層的スキーマに基づく共同発見学習プロセスの分析
An Analysis of Collaborative Discovery Learning Processes Based on Hierarchical Schema
森本 志朗 MORIMOTO Shiroh・三輪 和久 MIWA Kazuhisa
Vol.4, No.2 (June 1997), pp.3-19.
Received 1996/6/3, accepted 1996/11/15.
ABSTRACT:
The purpose of this study is to analyze the way students enhance their
learning activities by interacting with each other in the process of
collaborative discovery learning. Ten pairs of high school students
participated in learning the computer microworld discovery materials
designed for this study, and their verbal protocols were then analyzed.
In this paper, we propose the LUTE (Link-UniT-Element) model. The LUTE model
is composed of three levels: the third level consists of dialogue elements
(level III); the second of conceptual units (level II); and the first of
links between the two units (level I). The conceptual units involve three
types of data (D), three types of model (M), and knowledge (K).
Analysis based on the LUTE model shows that collaborative learning correlated
with the following factors: 1) the extent to which an inactive learner
participated in learning processes; 2) the number of times an active learner
questioned and objected to an inactive learner during the dialogues; 3) the
total number of links connecting the two units; 4) the appearance of links
signifying hypothesis formation and verification; and 5) the proposals of
strategical units.
The factors mentioned above are discussed from the viewpoint of the
correlation of the three levels. Our analysis leads us to conclude that 1)
learning processes were in progress in the correlation of the three
levels; 2) an active learner developed his/her learning processes
autonomically, while the activity of an inactive learner depended on an
active learner; and 3) proposing strategical units activated the
interaction between the two learners.
keywords：
共同学習 collaborative learning,
発見学習 discovery learning,
相互作用 interaction,
仮説形成と検証 hypothesis formation and verification
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