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|Title:||Progressive Refinement of a CSCL-Based Lesson Plan for Improving Student Learning as Knowledge Building in the Period for the Integrated Study|
|Authors:||Group, Forum® Japan Research|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Group, F. J. (2005). Progressive Refinement of a CSCL-Based Lesson Plan for Improving Student Learning as Knowledge Building in the Period for the Integrated Study. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 321-330). Taipei, Taiwan: International Society of the Learning Sciences.|
|Abstract:||Although constructivism has been prevailed across schools in Japan, what they call constructivism is a "shallow" one (Scardamalia, & Bereiter, 2002). In collaboration with teachers at a laboratory school, we have been conducting design studies on a lesson for knowledge building from the perspective of "deep" constructivism. For embodying such a new lesson, a CSCL technology called Knowledge Forum has been introduced. Through the progressive refinement of lesson plans, we have been involved in creating pedagogical design principles (Linn, Davis, & Bell (Eds.), 2004) by referring to the metaprinciples on knowledge building (Scardamalia, 2002). In this report, we describe our refinement process of a fifth-grade lesson on genetically modified foods through two years, and discuss how the pedagogical design principles can be transformed into design elements.|
|Appears in Collections:||CSCL 2005|
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