Application and modification of Tutorials into Japanese University Curriculum
| Project/Area Number |
16K16306
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Science education
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| Research Institution | University of Fukui |
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Principal Investigator |
Yamada Yoshihide 福井大学, 学術研究院教育・人文社会系部門(教員養成), 准教授 (30588570)
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| Project Period (FY) |
2016-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | PER / misconception / p-prims / Tutorials / チュートリアル / アクティブラーニング / 概念変化 / PCK / 科学教育カリキュラム |
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| Outline of Final Research Achievements |
As an typical PER-based curriculum, Tutorials were practiced by the author. Not only implementing its curriculum, many trials such as Instructional Design, ARCS motivational design and facilitation techniques were adopted. The author conducted Test validation research by questionnaires.
PER-based curricula such as Tutorials utilize the method so-called "elicit-confront-resolve." However, not a few students didn't have expected discussion which aims to change their "misconceptions." Thus the author was lead to conclusion that we need more theoretical analysis of learning students. As a candidate of such an analysis, the author used p-prims framework. The claim that we need theoretical framework is this research result.
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Report
(3 results)
Research Products
(13 results)
