Relations between preparative learning behaviors and learners' interaction in classroom
| Project/Area Number |
25780397
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Allocation Type | Multi-year Fund |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | Nihon University |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2013-04-01 – 2016-03-31
|
| Project Status |
Completed (Fiscal Year 2015)
|
| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2015: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
|---|
| Keywords | 予習 / 協同学習 / モニタリング / 自己調整学習 |
|---|
| Outline of Final Research Achievements |
This study examined relations between learners' preparation and interaction in classroom through various survey researches with questionnaire. As a result, it was revealed that learners monitor not only own understanding level, but also others' understanding level or difference between own and others' ideas. Other research showed that monitoring of others' understanding can increase utterance such as questioning and critical pointing out in interaction. Research that examined influence of learning activities in classroom lessons revealed that interactions with peers can influence learners' motivation and beliefs about learning, and then increase their voluntary preparation for next classroom lessons.
|
Report
(4 results)
Research Products
(12 results)
