| Project/Area Number |
21730512
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Otaru University of Commerce |
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Principal Investigator |
TSUJI Yoshihito 小樽商科大学, 教育開発センター, 助教 (80400076)
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2011: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2010: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 教授法 / 説明活動 / 教育の質保証 / 授業評価アンケート / 説明の双方向性 / 聞き手の理解度 / 授業計画 / メタ認知能力 / 手続き的知識 / 宣言的知識 / 説明方略 / 教育系心理学 |
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| Research Abstract |
When we explain something, we have to prepare instructional plan in advance. And it was thought that advance instructional plan affects learners' degree of understanding. In this study, I explored how instructor build instructional plan. On the occasion of research, there are three main factors that affect instructional plan. First, explanatinal meta-cognition factor(high, low). Second, contents factor (declarative memory, procedural memory). Third, learner factor (adult, child). As a result of these factors explorings, instructor's explanation are affected by various background. Next theme of this study is what instructional plan promotes lerners's deep understanding.
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