Researches of students' difficulties and anxieties in collaborative learning and teachers' support in and out of the classroom

2022 Fiscal Year Final Research Report

• Project/Area Number: 20K03361
• 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: The University of Tokyo (2022); Niigata University (2020-2021)
• Principal Investigator: Ichiyanagi Tomonori 東京大学, 大学院教育学研究科(教育学部), 准教授 (30612874)
• Project Period (FY): 2020-04-01 – 2023-03-31
• Keywords: 協働学習 / 不安 / 苦手意識 / 教師の支援 / グラウンド・ルール

Outline of Final Research Achievements

The purpose of this study was to explore the characteristics of learners' perceptions of their actions and interactions in collaborative learning and the ways in which teachers support them in and out of the classroom. As a result of the questionnaire survey, a "Perception of Collaborative Learning Acts Scale" was developed, consisting of a "Positive Perception" factor representing positive perceptions of collaborative learning, an "Anxiety about Collaboration" factor representing anxiety about collaborative learning, and a "Confidence in Collaboration" factor representing confidence in collaborative learning. Longitudinal classroom observations indicated that teachers supported collaborative learning not only by presenting ground rules (GRs) according to the context of each lesson or morning meeting, but also by setting up opportunities to learn according to the GRs and providing feedback on how the students followed the GRs.

Free Research Field

教育心理学

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義は、従来、教授者の視点で論じられてきた協働学習を、学習者の視点から検討した点である。具体的には、協働学習に対する学習者の認識を明らかにし、特に協働学習に対する不安や苦手意識に対してどのような支援が可能なのかについての示唆が得られた。
本研究の社会的意義は、協働学習が求められ、また広く実践されている昨今の状況に対し、一人一人の学習者がより安心して他者と学ぶための実践のあり方について示唆が得られた点である。