Division of Professional Development of Teachers, The Graduate School of Education, University of Tokyo
抄録
This article presents a case report on global collaborative project-based learning (GC-PBL) among senior and junior high school students and teachers in Japan. The students addressed various problems in their local communities in the projects and participated in online communications with students from partner schools outside Japan. At the end of the projects, the students were asked to take part in an online survey to review their own growth. This study investigates how the students perceived their growth in global competencies through GC-PBL, to what degree GC-PBL activated their communications with students from partner schools, and whether any relationship exists between students’ experiences of intercultural communication and their recognition of their global competencies. The participants consisted of 101 students from senior and junior high schools throughout Japan. The data was collected via online questionnaires and summarized using descriptive statistics and correlational analyses. The results suggest that 1) students felt confidence in their growth in both “interest in novelty” and “openness toward cultural diversity”; 2) spoken communication was more challenging for the students than written communication; and 3) long-term GC-PBL experiences may foster students’ confidence in their self-expression skills and the incorporation of others’ opinions. Keywords: project-based learning, global competencies, global collaboration, Junior and senior high schools
雑誌名
東京大学大学院教育学研究科紀要
巻
57
ページ
261 - 270
発行年
2018-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
The Graduate School of Education, University of Tokyo
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Pilot Study Report on the Development of Global Competencies through Project-Based Learning: A Self-Assessment Survey of Students
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