The Logic behind Learning Assessments in Social Studies Lessons
| Project/Area Number |
23700974
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational technology
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| Research Institution | Naruto University of Education |
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Principal Investigator |
INOUE Naho 鳴門教育大学, 大学院・学校教育研究科, 講師 (00580747)
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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 |
¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 学習評価 / 授業観 / 社会系教科 / 授業実践 / 学力保障 / 授業者 / 学習者 / 方略 |
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| Research Abstract |
This study explains the logic behind learning assessments in social studies lessons. I develop a learning assessment strategy that corresponds to the concepts of teaching and learning social studies, and verify its applicability. Next, I compare researcher‐practitioner logic in school and clarify their differences. This study clarifies four learning assessment strategies for the accurate judgment of learning situations by teachers.
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Report
(3 results)
Research Products
(19 results)
