| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2022-04-08 |
| タイトル |
|
|
タイトル |
総合的学習経験の経年変化および主体的・探究的な学習態度との関連 : 東大附属在校生パネル調査から |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
The longitudinal experiences of active learning and its association with the autonomous inquiry-based learning attitude : The panel survey of students of the affiliate school of the University of Tokyo |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| 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 |
| ID登録 |
|
|
ID登録 |
10.15083/0002003499 |
|
ID登録タイプ |
JaLC |
| 著者 |
天井, 響子
上野, 雄己
日高, 一郎
福留, 東土
|
| 著者所属 |
|
|
言語 |
ja |
|
値 |
教育心理学コース |
| 著者所属 |
|
|
言語 |
ja |
|
値 |
学校教育高度化・効果検証センター |
| 著者所属 |
|
|
言語 |
ja |
|
値 |
大学経営・政策コース |
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
Active learning, in which students explore their own interests and learn independently, has been attracting educatorsʼ attention for a long time. However, empirical studies regarding medium- or long-term effects of active learning on sutdentsʼ learning attitudes have not yet been sufficiently conducted in Japan. Since 1966, the secondary school attached to the Faculty of Education, The University of Tokyo has been a pioneer in implementing comprehensive learning programs that aim to promote autonomous and inquisitive learning. In addition, a longitudinal survey of current students was started in 2016. This study uses longitudinal data from the first three years of the survey to clarify the changes in studentsʼ interests and skills at active learning, and to examine the association between these variables and “autonomous inquiry-based learning attitude”. The analyzed data included 671 students (337 males, 334 females) in 2016, 666 students (331 males, 335 females) in 2017, and 677 students (336 males, 330 females, 11 unknown) in 2018. Since there were changes in the survey items and target grades from the 2018 school year, only the data of the first and the third graders in 2016 which three years of data were available, were used for some analyses. As a result of the analyses, the degree of interest and engagement in active learning showed weak correlations (r=.15-33) between the time points, indicating that it may vary depending on the individual difference and the contents of active learning each year. Furthermore, the degree to which students were interested in and engaged in active learning was not significantly associated with the degree to which their subjective evaluation of how they were good at information gathering, writing, and presentation; though it was positively related to all four factors of the “autonomous inquiry-based learning attitude” including interest and inquisitiveness, associative thinking, original thinking, and positive attitude toward an intellectual exchange. These results indicate that being engaged in active learning with higher interests may contribute to fostering an “autonomous inquiry-based learning attitude” rather than improving learning skills. In the future, it is expected that the long-term effects of these learning attitudes will be examined using data from the 2019 school year and beyond. |
|
言語 |
en |
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要
en : Bulletin of the Graduate School of Education, the University of Tokyo
巻 61,
p. 185-198,
発行日 2022-03-30
|
| ISSN |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
13421050 |
| 書誌レコードID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AN10516641 |
| 出版者 |
|
|
出版者 |
東京大学大学院教育学研究科 |
|
言語 |
ja |
| 出版者 |
|
|
出版者 |
Graduate School of Education, The University of Tokyo |
|
言語 |
en |
edu_61_17.pdf (464.4 KB)
