In this study, we examined how to inhibit rebounding to responses based on misconceptions. Uematsu (2008) conducted research targeting university students to promote the correction of misconceptions related to photosynthesis through the presentation of textual materials. He showed that the presenting information partly acknowledging the validity of the learners’ past experiences was effective in suppressing rebounding. In the current study, we examined the effectiveness of inserting “most of”, a short linguistic expression that acknowledges the validity of learners’ past experiences in a limited way, in the learning materials. Junior college and university students were divided into two groups, namely, a group that was given “most part” in the learning literature (experimental group), and a group that was not given “most part” (control group). The comparison suggested that the experimental group tended to reduce the number of misconception responses toward zero in terms of rebound. However, overall, there was no significant difference between the two groups, and it cannot be concluded that the insertion of the linguistic expression “most part” was effective in inhibiting rebound.

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The aim of this study was to enhance the learning effects of collaborative creation of visual expression by focusing on discussions towards researching a consensus while working in pairs. During these discussions, participants were guided to focus on the knowledge behind their partner’s views and to check the validity of that knowledge. Seventy-five kindergarten-aged children were divided into three groups: a pair-helped group that received assistance in collaborative production, a pair-controlled group that discussed freely without help, and an individual production group. The task was to create a picture using paper molds and drawings. The results of a comparison od the changes in the level of representation strategies and the number of components applied to the works in the pre- and post-assistance individual productions showed that the pair-helped group demonstrated improved levels of representation strategies and an increase in the number of constituent elements compared to the other groups. The analysis of discussions during the collaborative art creation revealed that the pair-helped group had more turns of speech focusing on conceptualization based on the given templates and produced more suggestions regarding their partner’s conceptualization compared to the pair-control group. The results suggest that the assistance provided in this study for consensus formation led to knowledge reconstruction and facilitated the learning of artistic conceptualization.

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[in Japanese]

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