Examination of Teachers' Questioning and Teaching Material Characteristics to Encourage Learning of Scientific Rules: Focusing on the Abstraction Level of Knowledge Representation

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K03235
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 10020:Educational psychology-related
• Research Institution: Tohoku University (2022); Ishinomaki Senshu University (2019-2021)
• Principal Investigator: Sato Seiko 東北大学, 教育学研究科, 准教授 (20633655)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 知識学習 / 課題解決 / 具体的情報 / 知識の道具的機能

Outline of Final Research Achievements

In learning of scientific rule, even if students are taught necessary knowledge, they often fail to apply it to actual problem solving. In this study, I hypothesized the abstraction level of the tasks and teaching materials and the learners' recognition of them as factors in the difficulties of problem solving, and examined what kind of instructional activities would encourage problem solving. The results of the study are shown as follows: 1) Failures in problem solving occur due to adherence to judgments based on the concrete information of presented cases. 2) To promote problem solving, it is important not only to present rules and various examples in teaching situation, but also to form a general awareness of the instrumental functions of knowledge.

Free Research Field

教育心理学

Academic Significance and Societal Importance of the Research Achievements

科学的知識（ルール）の学習に関する教育心理学的研究では，これまで課題解決を阻害する要因として学習者のもつ誤概念や知識操作の不十分さが指摘され，誤概念修正のための教授ストラテジーやルールの操作練習の効果などが検討されてきた。本研究はそれらに加え，事例や課題のもつ具体的情報が知識の使用を阻害していることを指摘し，知識（ルール）のもつ機能的側面に着目した教授活動の重要性を指摘できたことに学術的意義がある。この知見は，実際の授業場面において，学習した知識を積極的に使用させる援助が必要であることを示唆するものである。