| Project/Area Number |
12480091
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (B)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Intelligent informatics
|
|---|
| Research Institution | Chukyo University |
|---|
Principal Investigator |
MIYAKE Naomi Chukyo University, Computer & Cognitive science, Professor, 情報科学部, 教授 (00174144)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
TSUCHIYA Takafumi Chukyo University, Computer & Cognitive science, Lecturer, 情報科学部, 講師 (10227431)
OGASAWARA Hidemi Chukyo University, Computer & Cognitive science, Lecturer, 情報科学部, 講師 (60204054)
YOSHIO Miyake Chukyo University, Computer & Cognitive science, Professor, 情報科学部, 教授 (80099910)
SHIROUZU Hajime Chukyo University, Computer & Cognitive science, Research Associate, 情報科学部, 助手 (60333168)
|
|---|
| Project Period (FY) |
2000 – 2002
|
| Project Status |
Completed (Fiscal Year 2002)
|
| Budget Amount *help |
¥14,000,000 (Direct Cost: ¥14,000,000)
Fiscal Year 2002: ¥5,600,000 (Direct Cost: ¥5,600,000)
Fiscal Year 2001: ¥4,500,000 (Direct Cost: ¥4,500,000)
Fiscal Year 2000: ¥3,900,000 (Direct Cost: ¥3,900,000)
|
|---|
| Keywords | Collaborative learning support / Note sharing system / Reflection support / Using history of cognitive processes / Mutual links |
|---|
| Research Abstract |
This study implemented a collaborative learning support environment for enhancement of deeper comprehension among college undergraduates majoring in cognitive science. The basic form of curricula is collaborative learning, where the students engage in researching and reporting research results to others, and then integrating such reports to create each student's own understanding. As a technical support for such activities, we have implemented and tested several tools including a sophisticated bulletin board for collaborative reflection, dialogical help system soliciting questioning and answering among students, and an integrated note-sharing system for posting and reflecting students' research works. They were tested in real classrooms under authentic learning curricula.
During the research period we have created workable sets of curricula to teach "introductory cognitive science" to freshmen and sophomores, "Research methods in cognitive science" for juniors. They all used the above mentioned note-sharing system in jigsaw-based classroom activities, and showed significant improvement in their learning, measured by the quality of their term papers. It was also observed that the students tended to engage themselves in more active learning outside of the classes, pursuing their own learning goals. Some other systems were tested and used for helping students create their own learning materials by posting questions and answers, or by integrating information they gather from the internet and what they learn in classrooms.
Overall results show that it is important to help students experience collaborative learning from one class to the next ones so that they could gradually gain learning skills for their life-long learning.
|
