An empirical study on signaling effects supporting high school students for their learning of the ethics textbook.
| Project/Area Number |
23530877
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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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| Research Field |
Educational psychology
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| Research Institution | Ritsumeikan University |
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Principal Investigator |
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2013: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 教科書学習 / 高校生 / 初学者 / 概要把握 / 学習支援 / 標識化 / 教授学習過程 / 概説 / 「倫理」教科書 / 表現方略 / 支援 / 有効性 / 公民科「倫理」 / 構造方略 / テキスト学習 / 「倫理」学習 / 教科書 |
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| Research Abstract |
This study examined how signaling support high school students for their use of structure strategies which regulate their outlining, when they learn the ethics textbook, which is written as a doxography. The research study showed signaling supports their understanding. In the development study, the PC system which evaluates continuous use of their structure strategies from a sequential view was developed. In the evaluation study, it was shown that the expert of the structure strategy receive a benefit of the signaling more than that the inexpert in high school students by using the above system.
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Report
(4 results)
Research Products
(46 results)
