The process from discussion stagnation to re-activation in cooperative learning

Enta (MASAHIRO)
WASEDA University, 1-6-1 Nishiwaseda, Shinjuku-ku,, 1698050, Tokyo

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Cooperative learning, Process, Ministry's curriculum guideline,

Summary

The purpose of this study is to clarify the process, from discussion stagnation to re-activation, in cooperative learning. In Japan, cooperative learning will begin in 2020. Elementary school students, however, are not familiar with cooperative learning. Even if, for example, teachers provide opportunities for cooperative learning, elementary school students might not be able to learn together. In order to support such students, it is important to clarify reasons why they find it difficult to continue engaging in discussions and ways that discussions can be reactivated. The participants were 6th grade students (n=34) at a public elementary school. Educational materials to solve problems while engaging in discussions with each other were provided to students. Students use to solve the problem using worksheet and information cards. This process was observed. Situations utilized for analysis were cooperative learning stagnation and reactivation. Results revealed the following. 1) During stagnation, information necessary for problem solving was displayed without being organized. 2) During re-activation, the students organized information to detect inconsistencies, enabling logical solutions to be found. Results suggested that in order to activate stagnated cooperative learning, it is important for students to mutually confirm and summarize information.

Auteurs