| Project/Area Number |
23653286
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Kanazawa University |
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Principal Investigator |
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| Co-Investigator(Renkei-kenkyūsha) |
YAMAMOTO Taku 金沢大学, 学校教育系, 教授 (10293325)
TAKEI Wataru 金沢大学, 学校教育系, 准教授 (70322112)
ETHO Nozomu 金沢大学, 学校教育系, 教授 (60345642)
OJIMA Kyoko 金沢大学, 学校教育系, 教授 (20293326)
HASEGAWA Kazuyuki 金沢大学, 学校教育系, 准教授 (50349825)
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| Project Period (FY) |
2011 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 教員養成カリキュラム / 解釈力 / 知識の構造 / 既有の授業イメージ / 既有知識 / 知識の範囲と量 / 既有イメージの更新拡大 / 教授システム / 免許制度 / 教員養成教育 / 各教科の具体的思考 / 抽象的思考 |
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| Research Abstract |
The project places high priority on “Reasoning Abilities” of students, exploring its methodology and developing the present curriculum. Our analysis shows that the amount of knowledge correlates with the students’ cognitive and reasoning abilities, foregrounding their difficulty in establishing a coherent perspective on teaching materials. The comparative research of school textbook reading and its application clearly denotes students’ problems: those with more knowledge did better performances. Our study provides a possible but highly important explanation for the finding. Presumably, the tendency that less achieved students persist in familiar teaching styles prevents them from freer considerations on teaching materials.
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