2013 Fiscal Year Final Research Report
Classroom learning that facilitates children's conceptural understanding and evaluation of the the learning effects from the viewpoint of educational psychology
| Project/Area Number |
22530695
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | The University of Tokyo |
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Principal Investigator |
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| Project Period (FY) |
2010-04-01 – 2014-03-31
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| Keywords | 教授法・学習 / 概念的理解 / 概念発達 / 教育評価 / 教科学習 / 探究学習 / 協同 / リテラシー |
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| Research Abstract |
In order to improve children's conceptual understanding, this study psychologically examined effects of classroom-based "Collaborative Inquiry Learning" on children's conceptual understanding and revealed learning processes in which the children improved their understanding. In addition to the children's explanations and problem solving strategies that were expressed on pre- and post-tests assessing their levels of conceptual understanding, their verbal behaviors in classrooms and their written worksheets were analyzed from the viewpoint of conceptual change. Through long-term learning processes in which children individually inquire problem solving strategies or appropriate explanations of phenomena, collaboratively discuss and integrate various strategies and explanations, and then individually inquire more essential strategies and explanations, children from elementary school level to senior high school level gradually improved their conceptual understanding in some subject areas.
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Research Products
(4 results)
