Abstract
Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, a tangible puppetry CSCL can create a learning environment that reduces the participants’ anxiety or apprehension toward evaluation and elicits various types of pupils or students, allowing them to learn various perspectives. The CSCL also provides a 3D animation that records the puppetry for prompting perspective-taking of a variety of pupils in mutual feedback discussions. A comparative experiment, which comprised of a self-performed, a puppetry, and a second self-performed microteachings, showed a relatively stable impact of the puppetry microteaching in the mutual feedback discussions on the second self-performed. This paper discusses the potential effectiveness of puppetry as a catalyst of perspective-taking to learn a variety of pupils’ viewpoints through their possible reactions in undergraduate teacher education.
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Acknowledgements
This work was supported in part by JSPS KAKENHI Grants-in-Aids for Scientific Research (B) (Nos. JP26282060, JP26282045, JP26282058, JP15H02937, & JP17H02001) from the Japan Society for the Promotion of Science, as well as the National Science Foundation (DRL-1661036, DRL-1713110), the Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.
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Mochizuki, T. et al. (2019). Effects of Perspective-Taking Through Tangible Puppetry in Microteaching and Reflection on the Role-Play with 3D Animation. In: Eagan, B., Misfeldt, M., Siebert-Evenstone, A. (eds) Advances in Quantitative Ethnography. ICQE 2019. Communications in Computer and Information Science, vol 1112. Springer, Cham. https://doi.org/10.1007/978-3-030-33232-7_28
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DOI: https://doi.org/10.1007/978-3-030-33232-7_28
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