| Project/Area Number |
16500586
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Mie University |
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Principal Investigator |
SUSONO Hitoshi Mie University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50293767)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMOMURA Tsutomu Mie University, Faculty of Education, Professor, 教育学部, 教授 (80150217)
SHOWJI Kazuhiko Hyogo University of Teacher Education, Faculty of School Education, Professor, 学校教育学部, 教授 (10029283)
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| Project Period (FY) |
2004 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2004: ¥2,200,000 (Direct Cost: ¥2,200,000)
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| Keywords | Project Based Learning / Collaborative Learning / Database / Learning Products / Case Frame / 学習成果 / コラボレーション / ポートフォリオ |
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| Research Abstract |
In this research we focused on Project Based Learning (PBL) for elementary and middle school students. At the first stage of PBL students set their learning topics individually and explore to their goals. We adopted social constructivism as learning theory into the instructional design of PBL. The learning process in PBL was divided into the following four steps, "Plan""Study (research, explore) ", "Show (present, tell) ", and "See (assess, reflect) ". It was called "PS3" model" We noticed the predicative words (verbs, adjectives) so that the students can input their learning records and learning products into the collaborative database. Some predicative words were classified on the case grammar and the PS3 model. We have developed a collaborative database for Project Based Learning. The students can choose predicative words on the web when they input what they learned into the database. In the database PBL topics, learning records, and learning products are stored and the students can reflect their own learning using it.
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