2013 Fiscal Year Final Research Report
Framework of science lesson analysis using dynamic semantic theory
| Project/Area Number |
24650511
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Single-year Grants |
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| Research Field |
Science education
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| Research Institution | Hokkaido University |
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Principal Investigator |
OHNO EIZO 北海道大学, 教育学研究科(研究院), 教授 (60271615)
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| Project Period (FY) |
2012-04-01 – 2014-03-31
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| Keywords | 授業分析 / コミュニケーション / 情報の流れ / 修辞関係 / 談話 |
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| Research Abstract |
A theory of dynamic semantics, Segmented Discourse Representation Theory (SDRT), has been used to conduct research on structure and segmentation of discourse in science classes. SDRT enables maximal advantage of linguistic information form discourse and minimal use of information about the intensions of teachers and students, and their socio-cultural backgrounds. This enables discourse analysis in science classes on the level of semantic interpretation.
A method has been suggested for describing the relational structures of a science educational content through Channel Theory. Constituents called classifications have been created from the collection of learning activities as well as knowledge represented by educational content. Relations between classifications have been established using Channel Theory. Diagrammatically expressed, these relational structures indicate the stratified structure of educational content.
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Research Products
(8 results)
