Application and modification of Tutorials into Japanese University Curriculum

2017 Fiscal Year Final Research Report

• Project/Area Number: 16K16306
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Science education
• Research Institution: University of Fukui
• Principal Investigator: Yamada Yoshihide 福井大学, 学術研究院教育・人文社会系部門(教員養成), 准教授 (30588570)
• Project Period (FY): 2016-04-01 – 2018-03-31
• Keywords: PER / misconception / p-prims

Outline of Final Research Achievements

As an typical PER-based curriculum, Tutorials were practiced by the author. Not only implementing its curriculum, many trials such as Instructional Design, ARCS motivational design and facilitation techniques were adopted. The author conducted Test validation research by questionnaires.
PER-based curricula such as Tutorials utilize the method so-called "elicit-confront-resolve." However, not a few students didn't have expected discussion which aims to change their "misconceptions." Thus the author was lead to conclusion that we need more theoretical analysis of learning students. As a candidate of such an analysis, the author used p-prims framework. The claim that we need theoretical framework is this research result.

Free Research Field

物理教育、理科教育学