WEKO3
アイテム
{"_buckets": {"deposit": "980e962d-b2d4-45da-b484-08c09b332bc1"}, "_deposit": {"created_by": 18, "id": "2009884", "owner": "88", "owners": [18], "pid": {"revision_id": 0, "type": "depid", "value": "2009884"}, "status": "published"}, "_oai": {"id": "oai:repository.dl.itc.u-tokyo.ac.jp:02009884", "sets": ["1714031303194", "1714031496391"]}, "author_link": [], "item_4_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2024-03-30", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "185", "bibliographicPageStart": "175", "bibliographicVolumeNumber": "63", "bibliographic_titles": [{"bibliographic_title": "東京大学大学院教育学研究科紀要", "bibliographic_titleLang": "ja"}, {"bibliographic_title": "Bulletin of the Graduate School of Education, the University of Tokyo", "bibliographic_titleLang": "en"}]}]}, "item_4_description_5": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "This study attempts to empirically analyze the possibility of fostering the learner’s ability to self-regulated learning (SRL) in inquiry-based learning (IBL) practices. The concepts and perspectives of IBL and SRL were sorted out and modeled to capture their interrelationships, and the program design and learner transformation in IBL practices with high school students were examined by comparing with the model. The analysis of the transformation of learner’s dialogue patterns showed an increase of the SRL level in the process of IBL. The following four points were identified as important perspectives in IBL for the development of SRL in high school students: 1) the importance of learners’ verbalization and its dialogue analysis, 2) the careful approach in the problem-setting phase, 3) the adjustment of the progression of IBL in accordance with the developmental of SRL, and 4) the conscious implementation of a reflection", "subitem_description_language": "en", "subitem_description_type": "Abstract"}]}, "item_4_identifier_registration": {"attribute_name": "ID登録", "attribute_value_mlt": [{"subitem_identifier_reg_text": "10.15083/0002009884", "subitem_identifier_reg_type": "JaLC"}]}, "item_4_publisher_20": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "東京大学大学院教育学研究科", "subitem_publisher_language": "ja"}, {"subitem_publisher": "Graduate School of Education, The University of Tokyo", "subitem_publisher_language": "en"}]}, "item_4_source_id_10": {"attribute_name": "書誌レコードID", "attribute_value_mlt": [{"subitem_source_identifier": "AN10516641", "subitem_source_identifier_type": "NCID"}]}, "item_4_source_id_8": {"attribute_name": "ISSN", "attribute_value_mlt": [{"subitem_source_identifier": "13421050", "subitem_source_identifier_type": "ISSN"}]}, "item_4_text_4": {"attribute_name": "著者所属", "attribute_value_mlt": [{"subitem_text_language": "ja", "subitem_text_value": "教育内容開発コース"}]}, "item_creator": {"attribute_name": "著者", "attribute_type": "creator", "attribute_value_mlt": [{"creatorAffiliations": [{"affiliationNames": [{"affiliationName": "東京大学", "affiliationNameLang": "ja"}, {"affiliationName": "The University of Tokyo", "affiliationNameLang": "en"}]}], "creatorNames": [{"creatorName": "新江, 梨佳", "creatorNameLang": "ja"}, {"creatorName": "ATARASHI, Erika", "creatorNameLang": "en"}]}]}, "item_files": {"attribute_name": "ファイル情報", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2024-04-25"}], "displaytype": "detail", "download_preview_message": "", "file_order": 0, "filename": "edu_63_17.pdf", "filesize": [{"value": "1.5MB"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_note", "mimetype": "application/pdf", "size": "1.5MB", "url": {"objectType": "fulltext", "url": "https://repository.dl.itc.u-tokyo.ac.jp/record/2009884/files/edu_63_17.pdf"}, "version_id": "3de15ad4-2cc5-4312-a06d-2391e5ea5b75"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "高校生の探究学習の自己調整学習観点からの考察 : プログラムデザイン・学習者の変容に関する分析から", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": "高校生の探究学習の自己調整学習観点からの考察 : プログラムデザイン・学習者の変容に関する分析から", "subitem_title_language": "ja"}, {"subitem_title": "Enhancing Self-regulated Learning for High School Students through Inquiry-based Learning : Analysis of Program Design and Learner’s Transformation", "subitem_title_language": "en"}]}, "item_type_id": "4", "owner": "18", "path": ["1714031303194", "1714031496391"], "permalink_uri": "https://doi.org/10.15083/0002009884", "pubdate": {"attribute_name": "PubDate", "attribute_value": "2024-04-25"}, "publish_date": "2024-04-25", "publish_status": "0", "recid": "2009884", "relation": {}, "relation_version_is_last": true, "title": ["高校生の探究学習の自己調整学習観点からの考察 : プログラムデザイン・学習者の変容に関する分析から"], "weko_shared_id": -1}
高校生の探究学習の自己調整学習観点からの考察 : プログラムデザイン・学習者の変容に関する分析から
https://doi.org/10.15083/0002009884
https://doi.org/10.15083/0002009884a50414ab-2a40-43b6-8c83-d913851aeb02
名前 / ファイル | ライセンス | アクション |
---|---|---|
edu_63_17.pdf (1.5MB)
|
|
Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
公開日 | 2024-04-25 | |||||||||
タイトル | ||||||||||
タイトル | 高校生の探究学習の自己調整学習観点からの考察 : プログラムデザイン・学習者の変容に関する分析から | |||||||||
言語 | ja | |||||||||
タイトル | ||||||||||
タイトル | Enhancing Self-regulated Learning for High School Students through Inquiry-based Learning : Analysis of Program Design and Learner’s Transformation | |||||||||
言語 | en | |||||||||
言語 | ||||||||||
言語 | jpn | |||||||||
資源タイプ | ||||||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
タイプ | departmental bulletin paper | |||||||||
ID登録 | ||||||||||
ID登録 | 10.15083/0002009884 | |||||||||
ID登録タイプ | JaLC | |||||||||
著者 |
新江, 梨佳
× 新江, 梨佳
|
|||||||||
著者所属 | ||||||||||
言語 | ja | |||||||||
著者所属 | 教育内容開発コース | |||||||||
抄録 | ||||||||||
内容記述タイプ | Abstract | |||||||||
内容記述 | This study attempts to empirically analyze the possibility of fostering the learner’s ability to self-regulated learning (SRL) in inquiry-based learning (IBL) practices. The concepts and perspectives of IBL and SRL were sorted out and modeled to capture their interrelationships, and the program design and learner transformation in IBL practices with high school students were examined by comparing with the model. The analysis of the transformation of learner’s dialogue patterns showed an increase of the SRL level in the process of IBL. The following four points were identified as important perspectives in IBL for the development of SRL in high school students: 1) the importance of learners’ verbalization and its dialogue analysis, 2) the careful approach in the problem-setting phase, 3) the adjustment of the progression of IBL in accordance with the developmental of SRL, and 4) the conscious implementation of a reflection | |||||||||
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 63, p. 175-185, 発行日 2024-03-30 |
|||||||||
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 | ||||||||||
言語 | ja | |||||||||
出版者 | 東京大学大学院教育学研究科 | |||||||||
出版者 | ||||||||||
言語 | en | |||||||||
出版者 | Graduate School of Education, The University of Tokyo |