| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2017: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Outline of Final Research Achievements |
This study examined variabilities of children's thinking by means of administering verbal explanation tasks to elementary, junior-high, and senior-high school students, as well as the effects of classroom learning based on children's varied ideas on their individual conceptual understanding by psychological analyses of their oral and written expressions. A series of psychological studies revealed that children's problem solving strategies or explanation types on non-routine problems varied within each grade according to their types of connecting various types of knowledge, and that collaborative inquiry learning which activates and utilizes children's various ideas contributed to the improvement of their individual conceptual understanding in various subject areas at each stage of school education.
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