A framework for promoting argumentation skills through idea-generation traing

2019 Fiscal Year Final Research Report

• Project/Area Number: 16K01091
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational technology
• Research Institution: Hiroshima Shudo University
• Principal Investigator: NISHIMORI AKIKO 広島修道大学, 人文学部, 准教授 (50294012)
• Project Period (FY): 2016-04-01 – 2020-03-31
• Keywords: 根拠産出トレーニング / 裏づけ発想トレーニング / 思考支援 / 意見文 / アーギュメント / マイサイドバイアス / 高校生 / 大学生

Outline of Final Research Achievements

The studies consist of two parts. Its results are as follows:
Study1: The rationale production trainings were carried out for totaling 181 students. The results showed (1)that the number of rationales after going through the training have no relation to students' positiveness for rationale production, and (2)that students' my-side bias is reduced through taking the rationale production training.
Study2: The course on persuasive writing including the rationale production training was developed and carried out for high-school students. The experiment was designed to identify the effects of the rationale production training. The performance was evaluated through Pre- and Post- test. The results showed that going through the training improved students' persuasive writing and affected meta-cognition for their own performance (writing).

Free Research Field

教育工学，教育方法学，教育心理学

Academic Significance and Societal Importance of the Research Achievements

「根拠を数多く考えること」や「幅広い視点から根拠を考えること」は，青年期の学習者において必要なスキルであり態度である。本研究を通して，根拠産出トレーニングを取り入れることにより，（1）「根拠を考えること」に消極的な学習者でも，積極的な学習者と同様に根拠を考え出すこと，（2）自己の立場への偏り（マイサイドバイアス）を低減する可能性のあること，（3）実際に「意見文」を書くよう求められた場合に，端的に自己の考えを述べる力が形成されること，（4）自分自身が作成した意見文に対して慎重に判断するようになること，の知見は，学習者の思考支援の重要性を示したという点で，学術的にも意義があると考えられる。