Research on the construction and practice of "theory-practice-evaluation model" to realize "deep learning"

2021 Fiscal Year Final Research Report

• Project/Area Number: 18K02957
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09080:Science education-related
• Research Institution: Kyoto University of Education
• Principal Investigator: MURAKAMI Tadayuki 京都教育大学, 教育学部, 教授 (20314297)
• Co-Investigator(Kenkyū-buntansha): 樋口 とみ子 京都教育大学, 教育創生リージョナルセンター機構, 教授 (80402981)
• Project Period (FY): 2018-04-01 – 2022-03-31
• Keywords: 探究学習 / メタ認知 / 経験学習 / 省察 / コンピテンシーベース / 質的研究 / 探究学習の真正性 / 探究学習の場づくり

Outline of Final Research Achievements

1) The relationship between "deep learning" and inquiry-based learning was clarified, and the theoretical background related to inquiry-based learning was shown. 2) Through a high-quality inquiry process that fulfills the "authenticity of inquiry learning," we have realized a lesson strategy that reflects theory in practice. 3) Theory-We have developed a method to visualize the practice constructed from practice with self-evaluation and others' evaluation by reflection. 4) We constructed, practiced and verified a model that integrated "theory-practice-evaluation" to realize "deep learning".
The above was examined by qualitative analysis through classes and teacher training through "free and collaborative inquiry learning", and its effectiveness was confirmed.

Free Research Field

理科教育・教師教育

Academic Significance and Societal Importance of the Research Achievements

本研究から「自由で協働的な探究学習」を有効にする「場づくり」の視点が新たに認識された。やりっぱなしになったり，這いまわったりすることがない秩序と自由さをつくることである。そのために必要なこととして、授業デザイン、グルーピング、評価法、教員の支援力（コーチング力、ファシリテーション力、省察力）をあげた。これらの要件は、「深い学び」を実現するための探究学習を実現するために、新たに必要な概念として理科から発信する。