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青年期前期における主体的学習経験と生涯に渡る学びとの関連 : 都内中等教育学校の卒業生調査から
http://hdl.handle.net/2261/0002001072
http://hdl.handle.net/2261/0002001072eaf0162a-5d57-4819-99ff-4d2bc5a9b82d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CASEER00507.pdf (856.6KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-09-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 青年期前期における主体的学習経験と生涯に渡る学びとの関連 : 都内中等教育学校の卒業生調査から | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The Association between Experience of Independent Learning in Early Adolescence and Life-long Learning : Data from A Survey to Alumni of a Secondary School in the Tokyo Metropolitan Area | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | active learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | independent learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | life-long learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | adolescent | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
天井, 響子
× 天井, 響子
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| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 値 | 東京大学 | |||||||||
| 著者所属 | ||||||||||
| 言語 | en | |||||||||
| 値 | The University of Tokyo | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Active learning (AL) has become common not only in western countries but also in eastern countries including Japan; however, there is scarce research regarding the association between AL experiences in early adolescence and life-long learning. This study examined the effect of AL in secondary school and learning in college and the workplace. The data of 2,307 (1,111 males; 1,195 females; 1 unknown; mean age 54.3) alumni of a secondary school in the Tokyo metropolitan area who completed an anonymous questionnaire was analyzed. The whole sample was divided into three groups depending on the experiences of AL in secondary school: non-AL, low-AL, and high-AL. Tukey’s tests were conducted for mean comparison. The result illustrated that those who actively learned through AL in secondary school showed higher engagement and performance in college. Also, they recognized more opportunities to enhance their skills in the workplace. In consequence, the possibility of that AL in early adolescence enhances motivation for life-long learning was suggested. | |||||||||
| 言語 | en | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 附属学校データベースプロジェクトワーキングペーパーシリーズ | |||||||||
| 言語 | ja | |||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要 巻 5, p. 93-106, 発行日 2020-03-31 |
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| 出版者 | ||||||||||
| 出版者 | 東京大学院教育研究科附属学校教育高度化 ・効果検証センター | |||||||||
| 言語 | ja | |||||||||
| 出版者別名 | ||||||||||
| 言語 | en | |||||||||
| 値 | Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo | |||||||||
