THE JAPANESE JOURNAL OF PSYCHOLOGY IN TEACHING AND LEARNING
Online ISSN : 2424-1725
Print ISSN : 1880-0718
ISSN-L : 1880-0718
Intervention Strategy to Encourage Transactive Discussion during the Argumentation Process of a Science Class
Mayumi TAKAGAKIHirotsugu TAZUMEMakoto SHIMIZU
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2006 Volume 2 Issue 1 Pages 23-33

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Abstract
The purpose of this study was to design an intervention strategy which induces changes from naive theories regarding 'conservation of mass in a water solution' to scientific theories through collaborative discussion during observation and experimentation sessions of the dissolution of substances in a fifth-grade science class, and then to examine the effects. Results of a descriptive analysis of pre-post tests and interactive analysis of verbalization activity showed that: 1) the teacher's revoicing, which coordinates prediction, date and theory, generates transactive discussion in the direction of learning towards 'self-transforming modes'; 2) the teacher's revoicing, which clarifies inconsistencies among theories of members and then reformulates the theories, generates transactive discussion in the direction of learning towards 'other-transforming modes'. These findings suggested that transactive discussion in 1) and 2) causes cooperative construction of theories.
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© 2006 The Japanese Association of Psychology in Teaching and Learning
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