2022 Fiscal Year Final Research Report

Do Vocal Students Learn More than Silent Students?: Building Cognitive Model of Silent Students for Deeper Learning through Dialogue

Research Project

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Project/Area Number	20K20816
Research Category	Grant-in-Aid for Challenging Research (Exploratory)
Allocation Type	Multi-year Fund
Review Section	Medium-sized Section 9:Education and related fields
Research Institution	National Institute for Educational Policy Research
Principal Investigator	SHIROUZU Hajime 国立教育政策研究所, 初等中等教育研究部, 総括研究官 (60333168)
Co-Investigator(Kenkyū-buntansha)	益川弘如聖心女子大学, 現代教養学部, 教授 (50367661) 辻真吾東京大学, 先端科学技術研究センター, 特任准教授 (80431823) 齊藤萌木共立女子大学, その他部局等, 専任講師 (60584323) 飯窪真也東京大学, 大学院教育学研究科(教育学部), 特任助教 (40609971) 市川治滋賀大学, データサイエンス学部, 教授 (00821612)
Project Period (FY)	2020-07-30 – 2023-03-31
Keywords	グループ活動 / 話量 / 理解 / 協調学習 / 知識構成型ジグソー法
Outline of Final Research Achievements	This study aims to develop a cognitive model for silent learners by integrating quantitative and qualitative research methods based on collected dialogue data in school settings, in order to elucidate the mechanisms of deep learning in learners who tend to be silent in interactive learning situations and the conditions for effective instruction. By examining the relationship between the amount of speech and learning outcomes in 61 groups comprising 172 students from the "knowledge construction jigsaw” lessons in middle and high schools, a low correlation coefficient of r=.07 was found, suggesting the presence of students who deepen their understanding silently. Qualitative analysis revealed that silent students were actively "listening" to other students' dialogues, grasping information from the materials, and playing a role in connecting the key points. Their characteristics as monitors, who excel at anticipating and expanding the discussion points, were suggested.
Free Research Field	学習科学・認知科学
Academic Significance and Societal Importance of the Research Achievements	教育実践は学術的に未検証の前提に立ってなされることも多く，実践の成果検証はその前提の検証も共に行われることが望ましい．「主体的・対話的で深い学び」の実践において，対話的な学びを発話量の増加を目指して行い，その成果を全員平等の活発な対話で測るとするならば，果たして発話量の多寡が学びの深まりと相関するのかの検証が必要である．本研究はこうした検証の一例を示した意義を持つ．成果の一部は，文部科学省の「教育データの利活用に関する有識者会議」の論点整理に掲載された．教育データの利活用も，このようにデータを各種の介入など取組の前提の検証に使われるべきとの示唆を発信できた．