This study investigated the effects of students’ consideration on “insufficient solution” to problem solving. To experimentally evaluate the effects of the consideration, the author randomly assigned 68 students and sorted them into four groups. Three of the four groups were each given different tasks and the fourth group was the control group that was not given a task. The three tasks given to the intervention groups were followings: （a） not setting any sub-goals, （b） being able to set sub-goals and modify them, but not being able to develop them, （c） setting sub-goals, but not being able to modify nor develop them. In Analysis 1, the rises in the problem solving levels were compared. As a result, students in the intervention groups had set their sub-goals that were related to similarity. And the students in Group （b） and （c） were able to developed their sub-goals. To identify the reasons of the rises, Analysis 2 and 3 were carried out. In Analysis 2, the details of the writings between students whose level in their problem solving rose and not were compared. At the result, the factors of the rises in problem solving level were identified. In Analysis 3, the description of each factor was compared among intervention groups. As a result, the relations between “insufficient solution’s” content and the factors were identified. These findings suggested that potential mechanisms behind the benefit of considering “insufficient solution” and the way to support effective use for learning.
不十分な解答の検討はいかに問題解決へ影響を与えるか : 平面図形の証明問題での検討から
CASEER00303.pdf
(907.32KB)
