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小学校段階において子供自身が学習を最適化するよう導く探究的な理科学習の指導方略に関する研究
https://kbu.repo.nii.ac.jp/records/2000153
https://kbu.repo.nii.ac.jp/records/2000153c30b6006-7364-441d-8ce6-d015e81cf8a2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ce04_11_omae.pdf (10.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-08-20 | |||||||||
| タイトル | ||||||||||
| タイトル | 小学校段階において子供自身が学習を最適化するよう導く探究的な理科学習の指導方略に関する研究 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | A study on "instructional strategies" to encourage self-regulation of inquiry-based learning in Japanese elementary schools | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題 | 探究的な学習 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題 | 指導方略 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題 | 個別最適な学び | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | inquiry-based learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | teaching strategies | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | Individually-Optimal Learning | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
大前 暁政
× 大前 暁政
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| 著者（英） | ||||||||||
| 姓名 | OMAE Akimasa | |||||||||
| 言語 | en | |||||||||
| 言語 | en | |||||||||
| 言語 | en | |||||||||
| 言語 | en | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Curriculum guidelines for elementary schools in Japan require children to develop competency through Individually-Optimal Learning. Therefore, in elementary school science classes, teachers must devise ways to encourage learners to take the lead in inquiry-based learning. This study aimed to identify instructional strategies that incorporate elements of individualize learning and self-regulated learning to realize inquiry-based learning at the elementary school level. These instructional strategies were established to examine prior research and practice. Two perspectives from which to examine prior research and practice were established: 1) instructional strategies for inquiry-based science learning that incorporate individualize learning and 2) instructional strategies for learners to advance inquiry while self-regulated learning. The results of the survey showed that when incorporating individualize learning, teachers must set up a learning environment in which learners have the freedom to solve problems on their own, based on the assumption of natural phenomenon, problem setting, and how the problem will be solved. When incorporating self-regulated learning into inquiry-based learning, teachers should ensure that learners understand the goals for learning at the beginning of a unit. After making sure that the learners understand the process of inquiry and methods of exploration, teachers should introduce the concept of metacognition, which involves techniques such as reflecting on the learning process. Based on the findings of the survey, the author proposed inquiry-based science learning at the elementary school level, incorporating individualize learning and self-regulated learning. |
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| 言語 | en | |||||||||
| 書誌情報 |
ja : 京都文教大学こども教育学部研究紀要 en : Bulletin of the Faculty of Child Education, Kyoto Bunkyo University 巻 4, p. 25-43, 発行日 2024-09-01 |
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| 出版者 | ||||||||||
| 出版者 | 京都文教大学 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | KYOTO BUNKYO UNIVERSITY | |||||||||
| 言語 | en | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2436-4681 | |||||||||
