2020 Volume 61 Issue 2 Pages 251-262
The purpose of this study was to elucidate the process of resolving inconsistencies between cultural artifacts constructed in the community and the concepts of science, and to develop a framework for science lesson design to promote the resolution process. Garrison’s (2016) community of inquiry (CoI) framework is a community theory of a purposeful and personally meaningful learning environment, consisting of cognitive, social, and teaching presences. These are used in science classes to analyze case studies. The lesson practiced for the study was the “Properties of Sound” unit in the third grade of elementary school. The case analysis reveals the process by which the principles of practice in the teaching presence work, while addressing the social and cognitive presences to resolve the discrepancies between cultural artifacts and scientific concepts. In this study, (1) the principle of practice in the teaching presence is that by acting on the social presence, expression of thought is promoted, consensus building is achieved, and cultural artifacts are constructed. (2) The principle of practice in the teaching presence is that the concept is refined by acting on the cognitive presence, and scientific concepts based on evidence are constructed. (3) The assessment of the discrepancies between cultural artifacts and scientific concepts will enable the principles of facilitation and the principles of direct instruction to function, and scientifically relevant cultural artifacts will be constructed to eliminate the discrepancies. A science lesson design framework was developed through this lesson design, based on the CoI framework that was verified to work effectively in practice.
