| Project/Area Number |
18530766
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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 |
Special needs education
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| Research Institution | Kansai University |
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Principal Investigator |
MATSUMURA Nobutaka Kansai University, Faculty of Letters, Professor (70157353)
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| Co-Investigator(Kenkyū-buntansha) |
SUMIDA Manabu Ehime University, Faculty of Education, Associate Professor (50315347)
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| Project Period (FY) |
2006 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥4,110,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥510,000)
Fiscal Year 2007: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2006: ¥1,900,000 (Direct Cost: ¥1,900,000)
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| Keywords | Special Support Education / Learning Difficulties / Gifted and Talented / Science Education |
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| Research Abstract |
The purpose of this research was to distinguish the special learning needs of "twice-exceptional" (2E) students who are gifted in science but show learning difficulties in overall learning, and to search the method for personalizing their learning. In the first year original checklists were developed to check teachers' recognition of the giftedness of 2E students. In the classes in third to sixth grades in public elementary schools, students were chosen who had learning difficulties, including those not identified as developmentally disordered. Classroom teachers responded to the "checklist of superior behaviors in overall learning," and science teachers responded to the "checklist of superior behaviors in science." Examining the results obtained made the checklists more elaborated. Implicit strong areas and method of learning could be made explicit by the teachers' comparing everyday behaviors of 2E students in overall learning with those in science. In the second year, two 2E students in fourth and fifth grades were followed up. The one unit class each by the science teacher was observed and recorded. A rubric was developed for each unit, and the teachers assessed the 2E students while teaching the unit. Tips for special support were also presented to the teachers beforehand, which added devices to their teaching. Furthermore, the students assessed themselves and other students with the assessment sheets. The heightened creative activity and motivation of the 2E students could be made visible through this experimental teaching practice. A pioneering example of the teaching model of the unit in science for 2E students was presented by the record of whole classes and by the analysis of the learning behaviors of a 2E student.
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