科学教育における建設的会話支援システムの活用

抄録

When various members of the community make remarks freely and openly, a mutual conversation is gradually reached and arguments are made to coincide constructively. The purpose of our computer simulated "constructive conversation support system" is to generate constructive discussion toward the solution of a problem. Within the context of group discussions in a junior high school science class, this aim was supported. The study of students' remarks found that clarification of opinions increased, and that simultaneous remarks were possible. When compared to a control group using conventional discussion methods, the trial groups were more likely to question others' opinions and ask for questions to be repeated. As a result, question correction increased significantly in the trial group. Therefore it could be said that meta-cognition ability rose, with increased reflection on the thinking process. In addition, it was possible for the teacher to support the group discussion by direct participation. Teacher intervention at an appropriate time promoted purposeful discussion and collaborative learning.