The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. ex. Some numerals are expressed as "XNUMX".
Copyrights notice
The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. Copyrights notice
협동학습은 학습자가 서로 정교한 설명을 하는 것이 가장 많은 학습을 할 수 있는 적극적인 교수학습 전략이다. 그러나 협력학습에서는 학습자가 자신이 이해한 내용을 정교하게 설명하기가 어렵다. 본 연구에서는 “Reciprocal KB map”이라는 Kit-Build 개념 맵(KB 맵)의 공동 사용을 제안합니다. 페어 토론을 위한 상호 KB 맵에서는 먼저 두 참가자가 각자의 이해를 표현하는 개념 맵을 만듭니다. 그런 다음 지도의 구성 요소를 교환하고 해당 구성 요소를 사용하여 지도를 재구성하도록 서로 요청합니다. KB 맵의 장점으로 원본 지도와 재구성 지도의 차이점을 자동으로 진단해 줍니다. 상호 KB 맵은 짝 토론을 장려하여 서로에 대한 이해를 인식하고 효과적인 토론을 만들어 낼 것으로 기대됩니다. 본 논문에서 보고된 실험에서는 쌍 토론을 지원하기 위해 상호 KB 맵을 사용하고 전통적인 개념 맵이 지원하는 쌍 토론과 비교했습니다. 20쌍의 대학생에게는 전통적인 개념 맵을 사용하여 토론하도록 요청했고, XNUMX쌍의 대학생에게는 상호 KB 맵을 사용하여 동일한 주제에 대해 토론했습니다. 실험 결과는 토론 점수, 유사성 점수, 설문지의 세 가지 지표를 사용하여 분석되었습니다. 토론에서 대화의 가치를 조사하는 토론 점수는 상호 KB 맵이 기존 개념 맵에 비해 파트너 간의 보다 효과적인 토론을 촉진할 수 있음을 보여줍니다. 개념 맵의 유사성을 평가하는 유사성 점수는 상호 KB 맵이 기존 개념 맵에 비해 파트너 쌍이 서로를 더 잘 이해하도록 장려할 수 있음을 보여줍니다. 마지막으로, 설문지는 상호 KB 맵이 두 파트너가 원활하게 토론에 협력할 수 있도록 지원할 수 있으며 참가자들이 서로 이해를 공유하기 위해 이 방법을 수용했음을 보여줍니다. 이러한 결과는 상호 KB 맵이 파트너 쌍이 서로를 이해하고 효과적인 토론을 촉진하도록 장려하는 유망한 접근 방식임을 시사합니다.
Warunya WUNNASRI
Hiroshima University
Jaruwat PAILAI
Hiroshima University
Yusuke HAYASHI
Hiroshima University
Tsukasa HIRASHIMA
Hiroshima University
The copyright of the original papers published on this site belongs to IEICE. Unauthorized use of the original or translated papers is prohibited. See IEICE Provisions on Copyright for details.
부
Warunya WUNNASRI, Jaruwat PAILAI, Yusuke HAYASHI, Tsukasa HIRASHIMA, "Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding" in IEICE TRANSACTIONS on Information,
vol. E101-D, no. 9, pp. 2356-2367, September 2018, doi: 10.1587/transinf.2017EDP7420.
Abstract: Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.
URL: https://global.ieice.org/en_transactions/information/10.1587/transinf.2017EDP7420/_p
부
@ARTICLE{e101-d_9_2356,
author={Warunya WUNNASRI, Jaruwat PAILAI, Yusuke HAYASHI, Tsukasa HIRASHIMA, },
journal={IEICE TRANSACTIONS on Information},
title={Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding},
year={2018},
volume={E101-D},
number={9},
pages={2356-2367},
abstract={Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.},
keywords={},
doi={10.1587/transinf.2017EDP7420},
ISSN={1745-1361},
month={September},}
부
TY - JOUR
TI - Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding
T2 - IEICE TRANSACTIONS on Information
SP - 2356
EP - 2367
AU - Warunya WUNNASRI
AU - Jaruwat PAILAI
AU - Yusuke HAYASHI
AU - Tsukasa HIRASHIMA
PY - 2018
DO - 10.1587/transinf.2017EDP7420
JO - IEICE TRANSACTIONS on Information
SN - 1745-1361
VL - E101-D
IS - 9
JA - IEICE TRANSACTIONS on Information
Y1 - September 2018
AB - Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.
ER -