Hiroyuki Masukawa

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This paper offers an explanation of how collaboration leads to abstract and flexible problem solving. We asked the individual and paired subjects to indicate 3/4 of 2/3 of the area of a square sheet of paper and found that (1) they primarily folded or partitioned the paper rather than algorithmically calculating the answer, (2) they strongly tendened to(More)
We report here a case of university level collaborative learning supported by a note-sharing system called Reflective Collaboration Note or ReCoNote. The system is enriched with the mutual linking capability that requires the learners to explicitly think about and comment on relationships between two pieces of information. In a course on human problem(More)
This study investigates conditions for transferring an already established practice to a new situation. Practice-based, concrete goals of transfer were extracted from careful observations on the established case, and then translated into practical activity plans to conduct the new implementation. Three practical pieces of guidance, assuring enough time for(More)
 Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment,(More)
The Learning Sciences constitute a rapidly expanding discipline that focuses on the learning potential of humans. In this paper, I will discuss the particular learning mechanism involved in the concomitant advancement of domain knowledge and 21st century skills, as well as the Constructive Jigsaw Method of knowledge construction through collaboration-that(More)
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