Empirical research on class improvements enabling students to solve life's problems for themselves

2021 Fiscal Year Final Research Report

• Project/Area Number: 18K02812
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09070:Educational technology-related
• Research Institution: Ibaraki University
• Principal Investigator: NONAKA Mitsue 茨城大学, 教育学部, 教授 (90522029)
• Project Period (FY): 2018-04-01 – 2022-03-31
• Keywords: 授業研究 / 授業デザイン / 授業改善 / 家庭科 / 生活課題解決能力

Outline of Final Research Achievements

This study focuses on “dialogic deep learning” as a means of improving class functioning to enable students to solve life’s problems for themselves. The empirical investigation aims to 1) construct a problem-solving learning model based on a knowledge-constructive jigsaw method utilizing role play, 2) create effective modes of expression appropriate to the activity, and 3) create a class-improvement model and a class analysis method able to measure deep learning. Teaching resources developed using a class design model based on a “knowledge-constructive jigsaw method that utilizes role play” was found to allow students to tackle life and societal problems as involved parties, leading to dialogic deep learning.

Free Research Field

家庭科教育

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義や社会的意義は、21世紀の子どもたちが社会で生きていくために必要な力（21世紀型学力）として挙げられている市民性や協調的問題解決能力の育成が期待できることである。開発した教材は、少子高齢化、家族や地域福祉、食育、消費者教育、持続可能な社会の構築など今日の生活にかかわる社会問題を題材に取り上げている。また、「ロールプレイングを導入した知識構成型ジグソー法」の授業設計モデルを用いることで、教材開発の汎用性が期待でき、授業改善にも役立つ。