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探究的な理科学習を学習者が自律的に進めていくための 指導方略に関する研究 ─ 「学習の自己調整を促す認知的なサポート」に焦点を当てて ─
https://kbu.repo.nii.ac.jp/records/2000313
https://kbu.repo.nii.ac.jp/records/2000313f7e44faf-752a-44cf-afff-229be98221f8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ce05_11_omae.pdf (554 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-08-27 | |||||||||
| タイトル | ||||||||||
| タイトル | 探究的な理科学習を学習者が自律的に進めていくための 指導方略に関する研究 ─ 「学習の自己調整を促す認知的なサポート」に焦点を当てて ─ | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Research on “Instructional Strategies” to Promote Learner Autonomy in Inquiry-Based Learning ―Focusing on “Cognitive Supports That Promote Selfregulated Learning― | |||||||||
| 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 | 自己調整 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題 | 認知的なサポート | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | inquiry-based learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | self-regulated learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題 | cognitive support | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
大前 暁政
× 大前 暁政
× OMAE Akimasa
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| 著者（英） | ||||||||||
| 姓名 | OMAE Akimasa | |||||||||
| 言語 | en | |||||||||
| 姓 | OMAE | |||||||||
| 言語 | en | |||||||||
| 名 | Akimasa | |||||||||
| 言語 | en | |||||||||
| 所属機関名 | Kyoto Bunkyo University | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Future science learning values the ability of teachers to guarantee “Individually Optimal Learning” for learners and to develop a wide range of qualities and abilities in learners. Each learner has different characteristics, interests, awareness of issues, and the type of learning methods that are appropriate for them. Therefore, to realize “individualized optimal learning,” learners need to make self-adjustments to optimize their learning as they proceed with autonomous inquiry. Therefore, this study aimed to examine the “support for self-regulated learning” based on the learner’s cognitive functioning in order for the learner to proceed with inquiry-based science learning autonomously. The first research item in “cognitive supports for self-regulated learning” examined and clarified previous research on learners’ cognitive functioning and “theories” that support cognitive functioning. Then, using the theory of learners’ cognitive functioning as a research perspective, the prior practice of inquiry-based science learning at the elementary school level was investigated. Furthermore, specific instructional strategies were identified to determine what kind of cognitive support is provided. The first survey identified five perspectives on “cognitive support for self-regulated learning.” Next, a wide range of inquiry-based science learning practices at the elementary level were surveyed. No practices were found that supported all five “cognitive supports for self-regulated learning.” Based on the study results, a practice plan for inquiry-based science learning at the elementary level is proposed that incorporates the five “cognitive supports that promote self-regulated learning.” |
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| 言語 | en | |||||||||
| bibliographic_information |
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 5, p. 3-26, ページ数 24, 発行日 2025-09-01 |
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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 | |||||||||
| item_10002_source_id_9 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2436-4681 | |||||||||
