2007 Volume 48 Issue 1 Pages 35-49
The purpose of this study was to examine the effectiveness of "technology-supported externalization of student thinking" in order to activate "face-to-face promotive interaction," one of the five basic elements of cooperative learning advocated by Johnson et al. (1998). To achieve this purpose, we examined the following two points. First, to examine effective methods for activating "face-to-face promotive interaction" theoretically, we reviewed previous research related to support for student interaction in science teaching, and in other adjoining academic fields. As a result, we generated the theoretical hypothesis that "technology-supported externalization of student thinking" is able to activate "face-to-face promotive interaction." Second, to test this hypothesis, we conducted experimental lessons using both "technology supported externalization of student thinking" and "five basic elements of cooperative learning." The technology support used was the concept mapping software "Undo-kun," and lessons were conducted in three ninth-grade classes (120 students). The results of an analysis of student interaction while using the software and a questionnaire-based survey showed that using the software in cooperative learning is effective in activating student "face-to-face promotive interaction." We conclude that these result empirically prove the adequacy of our hypothesis.
