| Project/Area Number |
15K13126
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational psychology
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| Research Institution | Gunma University |
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Principal Investigator |
Fukaya Tatsushi 群馬大学, 大学院教育学研究科, 准教授 (70724227)
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| Co-Investigator(Kenkyū-buntansha) |
植阪 友理 東京大学, 大学院教育学研究科(教育学部), 助教 (60610219)
市川 伸一 東京大学, 大学院教育学研究科(教育学部), 教授 (70134335)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2015: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 教えて考えさせる授業 / 受容学習 / 発見学習 / 学習方略 / メタ認知 / 問題解決 / 直接教授 / 全国学力・学習状況調査 / 教授法 |
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| Outline of Final Research Achievements |
This study investigate the effect of "Thinking after Instruction" approach on students' academic ability through both experimental and practice-based approach. In Study 1, we conducted the experimental classes, in which junior high school students studies science topics in five-days seminar, and showed that Thinking after Instruction were effective to promote student understanding compared to other two instructional approach. Study 2 examined the effects of interventions centered on Thinking-After-Instruction that attempted to improve mathematics class at a public elementary school by comparing the data of 6th-grade students and teachers at first and second year. One of the results showed that math scores of both knowledge acquisition (A test) and utilization (B test) were higher and the variance of A test score were lower at second year. The results also suggested that Thinking after Instruction had positive impact on effective learning strategy use in students.
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