| Project/Area Number |
02680239
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | Naruto University of Education |
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Principal Investigator |
YOSHIZAKI Shizuo Naruto University of Education, College of Education, Associate Professor, 学校教育学部, 助教授 (20116130)
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| Co-Investigator(Kenkyū-buntansha) |
MASHIKO Norifumi Naruto University of Education, College of Education, Research Associate, 学校教育学部, 助手 (10219321)
KATAHIRA Katsuhiro Naruto University of Education, College of Education, Research Associate, 学校教育学部, 助手 (70214327)
MURAKAWA Masahiro Naruto University of Education, College of Education, Associate Professor, 学校教育学部, 助教授 (50167681)
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| Project Period (FY) |
1990 – 1991
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| Project Status |
Completed (Fiscal Year 1991)
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| Budget Amount *help |
¥2,300,000 (Direct Cost: ¥2,300,000)
Fiscal Year 1991: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1990: ¥1,600,000 (Direct Cost: ¥1,600,000)
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| Keywords | Instructional Research / Students' Cognitive Processes / Teachers' Decision Making / Stimulated-recall Procedures / Teacher Education |
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| Research Abstract |
This study was designed to capture the cognitive and affective processes of fifth- or sixth-grade students during science or mathematics instruction, and investigate teachers' decision making relative to students' cognitive and affective processes.
The main results included :
1. Several stimulated-recall techniques for capturing students' cognitive and affective processes during classroom instruction were developed, and the best techniques as far as economy of time was concerned was identified as follows : It was for the teacher to decide what lesson segments should involve stimulated-recall combined with questionnaires to prompt students' reports.
2. Some characteristic lesson segments were extracted as follows : one was that most students could understand more as the lesson proceeded, and another was that many students could not understand suddenly. Students who were high achievers tended to use their own advance knowledge or experience for learning from teaching more frequently.
3. Students who were high achievers showed individually different levels of motivation. For example, when they could understand the contents of the lesson, some students became more motivated because of the understanding, but other students became less motivated because of it. The understanding had complicated relationships with the motivation in this type of students.
4. Capturing students' cognitive and affective proceeses by the stimulated-recall procedure, teachers could make decisions in planning lessons confidently.
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