2023 Fiscal Year Final Research Report
Course design using documentary video viewing and mutual essay review to promote critical thinking skills based on theory and experience
| Project/Area Number |
21K02781
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09070:Educational technology-related
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| Research Institution | Kumamoto University (2023)
Chiba Institute of Technology (2021-2022) |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
田中 孝治 金沢工業大学, 情報フロンティア学部, 准教授 (60583672)
池田 満 北陸先端科学技術大学院大学, 先端科学技術研究科, 教授 (80212786)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Keywords | 批判的思考 / インフュージョンアプローチ / 既有知識 / ドキュメンタリービデオ / 自他レポート吟味 |
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| Outline of Final Research Achievements |
The goal of this study is a course design to promote university students’ critical thinking skills in large lecture-style class. The design consists of explanation on the theoretical knowledge of problem domain in which the students should have experiential knowledge and documentary video viewing with the perspective of domain knowledge. Students then submit essay analyzing the video story. Submitted essays are shared with other students so that the students could mutually compare and review essays with their own. During this process, students are made aware of critical thinking consisting of "logical thinking following criteria","reflective thinking consciously examining reasoning process","goal-oriented thinking according to the context". The design was applied to the class dealing with the business model concerning network externality. The evaluation indicated that the students were aware of the critical thinking process especially "reflective thinking examining reasoning process".
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| Free Research Field |
教育工学
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| Academic Significance and Societal Importance of the Research Achievements |
批判的思考力は21世紀型スキルの中に位置づけられるなど，その重要性は論をまたない．批判的思考を促進する学習手法には多くの研究が存在し，共通の特徴として「能動的学習」，「問題中心のカリキュラム」，「学習者の相互作用の刺激」が挙げられる．しかし，学習者の相互作用促進のためグループワークなどを取り入れる形態が多く，多人数授業への拡張が難しいという問題がある．本研究は，このような問題点を解決し，講義型の多人数授業で大学生の批判的思考を促進するための授業設計の確立を目指したものである．設計に基づく授業実践の結果，批判的思考の観点のうち，「自他の思考過程の吟味・内省」を促進する効果を確認した．
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