| Project/Area Number |
20530706
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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 |
Educaion
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| Research Institution | Niigataseiryou University |
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Principal Investigator |
NAKAMURA Keiko Niigataseiryou University, 看護福祉心理学部, 教授 (10410250)
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| Research Collaborator |
KAKIMIZU Osamu 新潟大学, 教育学部, 教授
TANAKA Norikatsu 新潟県教育センター, 指導主事
HIRASAWA Kenichi 新潟県魚沼市立小出小学校, 教頭
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | 算数・数学 / 学力観 / 学習観 / 構成主義 / 授業モデル / 学力観・学習観 / 教師 / グランデッド・セオリー・アプローチ / 質的分析 / 量的分析 |
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| Research Abstract |
To find out the primary factors affecting learning perceptions in arithmetic and math, five university students were interviewed and eight categories and 33 sub-categories were extracted through qualitative analysis. In addition, 576 university students were questioned by written questionnaire. From covariance structure analysis it was clear that there is increased willingness to provide teaching that suits children and that this has an effect on learning ability and learning perceptions. Furthermore, three teachers were interviewed, a map compiled of each teacher's teaching model and these maps integrated into one teaching model map for arithmetic.
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