Search results for author:"Masaji Fujimoto"
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Video Clip Generation System Using Network Cameras: A Support System for Observational Learning in Science Classes
Itsuo Hatono; Toshio Mochizuki; Masaji Fujimoto; Shinichi Kamiyama; Sanae Tachibana; Tomokazu Yamamoto
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 724–729
This paper describes a video clips generation system using network cameras to support observational learning in science classes. This system consists of a video clip server and network cameras connected to the network. The...
Emotional Effects of Observational Learning in Science Experiments Using Video Clips Recorded by Network Cameras
Toshio Mochizuki; Itsuo Hatono; Sanae Tachibana; Masaji Fujimoto; Shin-ichi Kamiyama; Tomokazu Yamamoto
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 375–380
Increase in the number of children who are not fond of science has become one of the major social issues in education in Japan. This paper proposes the teaching of science experiments using video clips recorded by network cameras. The authors used a ...
Digital Fortune Line System: Technology for Promoting Conceptual Change through Visualization and Sharing of Learners’ Conceptual Ecologies
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3837–3842
In this study, we developed the Digital Fortune Line System for supporting the visualization and sharing of students f multiple ideas and their commitment to those ideas. We used the Conceptual Ecology Model developed by Posner et al. as a...
Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum
Miki Sakamoto; Etsuji Yamaguchi; Shigenori Inagaki; Jun Oshima; Ritsuko Oshima; Isao Murayama; Makiko Takenaka; Tomokazu Yamamoto; Masaji Fujimoto; Hayashi Nakayama
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2710–2715
We developed a CSCL-based science curriculum for fostering students' ability in "defining problems". During the lesson, sixth-grade students tackled problems with nuclear power, a socioscientific issue. They were encouraged to repeat the problem...