初期理解の構築支援による建設的相互作用の促進

-認知科学の協調学習を例として-

抄録

In order for students to constructively interact for rebuilding their own thoughts with
peers, they should hold initial understanding of a topic before starting a discussion. The
initial understanding should consist of both concrete evidence and abstract summaries
that can be re-related to each other in discussion. This paper analyzed the effect
of scaffolding for constructing initial understandings in university. “Question-Answer
Tool” (Q-A tool) was provided to help students to extract structural elements such
as theme, experiment procedure, results, implications, and assertions from research
findings about cognitive science for a collaborative learning called“Dynamic Jigsaw. ”
Students explain research findings to each other and summarize multiple research find-
ings with their colleagues in the Dynamic Jigsaw. “ReCoNote” was also provided for
students. It imports the extracted elements into each student’s concept map to support
making relations among the elements. We compared 19 students who were supported
by the Q-A tool and ReCoNote in 2004 and 17 students who were only supported by ReCoNote in 2003 using design experiment paradigms to measure the effect of the Q-A
tool. All the concept maps and three explanations about research findings per group
were analyzed. The Q-A tool-supported students could describe implications and asser-
tions with appropriate evidence in their concept maps. In contrast, the non-supported
students could refer to evidence but not implications or assertions. Furthermore, the Q-
A tool-supported students described their original advanced implications drawn from
the research findings through making relations between the structural elements and
their original thoughts, and prepared summaries using two of the research findings by
comparing and relating the two research findings’ structural elements in constructive
interaction with peers.