| Project/Area Number |
20K00753
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Sophia University |
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Principal Investigator |
KOYAMA Dennis 上智大学, 国際教養学部, 准教授 (60817980)
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2022: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2021: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2020: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | Critical thinking / Artificial intellence / Curriculum design / Professional development / Group psychology / critical thinking / Critical Thinking / Collaborative Learning / Project-based Learning / Environmental Literacy / Academic Writing / Project-Based Learning / EMI / Task Design / Educational Assessment |
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| Outline of Research at the Start |
Year 1: A review of critical thinking research will be conducted using university libraries, online databases, and materials and information from professional societies.
Year 2: 10 -20 universities will be contacted for data collection with informed consent. Teacher interviews (and observations if possible), and teaching and assessment materials will be collected and analyzed.
Year 3: 5 -10 more universities will be contacted for data collection with informed consent. Y3's interviews (observations if possible), and collected teaching and assessment materials will be added to Y2's analyses.
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| Outline of Final Research Achievements |
This research explored the challenges and successes of teaching and assessing critical thinking (CT) in English-Medium Instruction (EMI) courses at Japanese universities. Initially hindered by the COVID-19 pandemic, the study progressed through online interviews. CT is essential for developing students' logical reasoning and problem-solving skills, especially in life after college.
Through semi-structured interviews with 20 professors, which were analysed using thematic analysis, the study's key findings highlighted: the significant impact of cultural perspectives on CT, the universal relevance of CT across all academic disciplines, the necessity for structured guidance for students' self-assessment of CT skills, the preference for small class sizes for effective CT instruction, and the importance of integrating CT into curricula beyond the language classroom. These findings provide valuable insights and for enhancing CT instruction in EMI courses in Japanese universities.
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| Academic Significance and Societal Importance of the Research Achievements |
私の研究は、日本の英語教育でクリティカルシンキング(CT)の重要性を強調し、英語で授業を行う環境(EMI)での教育効果を高めることを目指しています。特に、ChatGPTを用いた支援や協同学習の手法を通じて、学生の思考力を向上させる具体的な方法を提供しました。これにより、教育現場での実践的な指導法の開発に貢献しています。
社会的には、CTの教育は、学生の問題解決能力や論理的思考を強化し、将来の職業生活や市民生活での成功に繋がります。私の研究は、多様な背景を持つ学生が共に学び合う機会を提供し、国際的な視野を広げる手助けとなっています。
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