Purpose of this study was to examine (1)the structure of "meta-cognitive knowledge" in writing expository text, (2)difference in "meta-cognitive knowledge" writers thought much of between experts and novices. In Study 1, structure of "meta-cognitive knowledge" in writing was examined, and three factors emerged : "easiness to transmit to readers", "readers' interests", and "easiness of words and phrases". Next, in Study 2, difference in "meta-cognitive knowledge" was examined by expert-novice comparison. Result showed the followings ; while experts made much of "easiness to transmit to readers" in text production, novices made much of "easiness of words and phrases" in text writing. However, result of self-evaluation toward meta-cognitive activities showed no difference between them. On the other hand, readers' evaluation showed higher scores on experts' meta-cognitive activities. These findings indicated that 1) it was important for writers to think much of "easiness to transmit to readers" in writing, but 2) some kind of training for cultivating abilities in using such meta-cognitive knowledge freely would be more important.

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In this research, it is examined the difference of the sentence understanding across three display devices ; printed material, computer CRT and LCD. As a result, a degree of understanding content for printed material is significantly the highest among three media. LCD shows better performance of the understanding than for CRT. Comparing the performance between Gothic and Mincho font sets, performances for using Gothic font are significantly higher than for using Mincho font across three media. The factor of font size influences the performance in smaller font size for CRT display.

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A legibility and preference of web sites with various color combinations and font size for older users, young users and young users with special glasses which simulate the condition of cataract were investigated. These experiments were performed using 65 color combinations as the results of pilot surveys. As the results of these experiments, some necessary conditions to develop the high accessibility web sites were found as follows. 1) Generally, font size over lOpt is better for both users. However it is more better for the users with cataract to display the font over 24pt. Furthermore, there are strong correlations between the legibility and the preference. However the characteristic of color combinations is different depending on each user group. Desirable color combinations for all groups are investigated as follows. 2) Positive display (the luminance of background is higher than one of font) is better. 3) Color combination which luminance ratio between background and font is more than five to one is better. 4) Especially, font color with dark blue on light background is better

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Mizuno(2000) devised a spaced learning method, the Low-First Method, based on psychological findings on spacing effects for learning simple nonhierarchical materials and demonstrated its effectiveness in a CAI system. Then Mizuno(2001) modified it to be adaptive to individual differences of memory span, verified its effectiveness, and called it the Modified Low-First Method. However, in the survey of its evaluation (Mizuno, 2002b), a CAI system with the Modified Low-First Method was evaluated badly in its facility of learning because it was hard for learners to know their progress or mastery status. So, in this study, an experiment and a survey were conducted to demonstrate the validity of appending a multimedia mastery feedback device to the CAI system with the Modified Low-First Method for implementing this deficit. The results indicated that mastery feedback enhanced not only the effectiveness and time-efficiency of the CAI system but its evaluation of facility of learning as well as learners' motivation. Finally, the relationships between mastery feedback and metacognition and between multimedia and motivation were discussed.

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This paper describes an analysis of children's Web browsing behavior during Information Communication Technology (ICT) classes at an elementary school. There are huge numbers of information on the Web. ICT literacy is requested to children, because they have to discover the topic by themselves from the Web. Children's Web browsing processes were specifically analyzed. As results, the following findings were picked up. 1) The children easily mastered a concept and operation of Web browsing. 2) Children used a "back" button of a browser frequently. This method reduces cognitive load on the children's Web navigation. 3) Results revealed that younger children viewed pages for significantly shorter periods of time when compared to older children. Moreover, this article describes a problem of Web browsing in ICT class.

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We investigated the structure of privacy, by adding dimensions of personal information to previously identified components of privacy, to assess the impact of the development of information ages. The difference in privacy between students of junior high schools and adults (their parents and teachers) was also investigated. The extracted factors included such one that was strongly related to determining when, how, and what extent personal information about them was to be communicated to others by themselves, which had not been extracted in previous studies in Japan. The results also suggested that the students of the junior high schools had a concept of privacy that seemingly had yet to differentiate, compared with the adults. It was also suggested that the Japanese notion of privacy in the future might include more explicitly the desire to determine when, how and what personal information to be exposed, which was known to be scarcely included in the privacy of the Japanese.

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The first purpose of this article was to empirically examine whether the classroom observation method, particularly the collaborative reflection would function as a place to urge teacher's development at university as well as at primary and secondary education. This study examined it from Open Laboratory Class and its collaborative reflection executed by Research Center for Higher Education, Kyoto University, and the effect was confirmed. The second purpose was toanalyze the dialogue patterns ; for the teacher what dialogue with participants in the collaborative reflection could cause his or her development as teacher. As a result, four dialogue patterns were gained : that is, it could happen when the teacher (l) becomes conscious of issues through participants' outside viewpoint, (2) shows positive response, (3) becomes aware of his or her teaching by participants' interpretative categories, and (4) produces his or her own viewpoint from negative response. At last, it was suggested that these results in this study could be effective beyond one case as long as they had premises of "selection of the case" and "working hypothesis toward other fields"

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This study intended a research toward the awareness of junior high school students on the effect of the contents of experiential learning of making artifacts in their daily lives. Two hundred eight junior high school students were asked to answer questionnaires about the purpose of this study. The results showed that the structure of the awareness of junior high school students on the effect of the contents of experiential learning of making artifacts in daily lives composed of two factors : firstly the effect of devising themselves and working hard in the class, and secondly the effect of understanding the direction of tools and the feature of material in the class. And the results also showed that the effect of devising themselves and working hard in the class were comparatively high of two factors in junior high school students, and that the more junior high school students thought that devising themselves and working hard in the class were effective in their daily lives, the harder they would study in experiential learning of making artifacts. The above research showed that the effect of devising themselves and working hard in the class should be stressed in experiential learning of making artifacts.

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It is important for students to study how to use the network for solving their problems. We designed the new "Network Literacy" course which was separated from an Information Literacy course. It is comprised of mechanism of Internet, e-mail communication, information collection through Internet, web pages evaluation, and creation. Exercises, checksheet and worksheets for its active course work were developed. This paper reports basic idea of this course and teaching materials.

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Under the CSCW circumstances cooperative learning was conducted using the the groupware named "KOATTO." Questionnaires were given after the class and students' evaluation was analyzed on the groupware functions, developing skills of practical use of information using the groupware, and the usefulness of cooperative learning using the groupware. The results showed that the groupware could support learners in sharing information within each group or in the whole class and developing skills of practical use of information. The results of factor analysis revealed that two factors were selected : "understanding of opinions and grasping of tasks" and "declaring of opinions and task performing" as factors constructing the evaluation on cooperative learning, and that the use of groupware is effective in learners' accomplishing their goals and maintaining their human relationships.

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Integrated tasks were given to the second year university students in the class of information processing practice. These tasks were tackled in the form of group learning using groupware. Questionnaires were given before and after the practice. The results were analyzed focusing on what effect cooperative learning in problem solving type study under the CSCW circumstances brings the student's understanding of leadership. The results showed that students could understand about the capabilities required for a leader and deepened the understanding of leadership. It was found that students' understanding of leadership differed by the degree of cooperative activities with practical use of groupware.

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