| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2023-10-16 |
| タイトル |
|
|
タイトル |
中等教育における探究学習が大学での学習にもたらす効果 : 東大附属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 |
Impact of Inquiry-Based Learning in Secondary Education on Learning in University : A Survey of Graduate of the Secondary School Attached to the Faculty of Education |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
inquiry-based learning |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
high school-university articulation |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
learning outcomes |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
high school education reform |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
graduate survey |
| 資源タイプ |
|
|
資源 |
http://purl.org/coar/resource_type/c_6501 |
|
タイプ |
departmental bulletin paper |
| 著者 |
西, 健太郎
上野, 雄己
日高, 一郎
北村, 友人
|
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
東京大学 |
| 著者所属 |
|
|
言語 |
en |
|
著者所属 |
The University of Tokyo |
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
In recent years, Japanese secondary education policy has focused on promoting inquiry-based learning (IBL), but its effectiveness has not been fully clarified. This study investigated how the experience of IBL in secondary education is related to achievement in seminars and graduation theses at university. Data were obtained from the “Survey of Graduates of the Secondary School Attached to the Faculty of Education, the University of Tokyo on Learning and Work.” The data included 868 graduates who experienced IBL at the school and went on to university. Multiple regression analysis controlling for age, gender, economic status, and university major derived the following results. First, interest in IBL was positively associated with achievement in many aspects of seminars and graduation theses at university. Second, engaging in more exploration, experience, and discussion activities in IBL was positively associated with achievement in different aspects of the aforementioned. Third, whether graduates themselves perceived that they had acquired certain skills and attitudes through IBL was not strongly associated with their achievement in university exercises and their graduation thesis. These findings suggest that when implementing IBL in secondary education, it may be important to consider the connection with university education. It may also be useful to consider secondary school IBL experiences in university admissions. A more refined examination of the relationship between IBL and university learning outcomes would require a survey of a larger number of schools. |
|
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 8,
p. 203-222,
発行日 2023-07-31
|
| 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 |
|
|
|
Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo |
CASEER00815.pdf (2.4MB)
