2013 Fiscal Year Final Research Report
Theorizing Collaborative Discovery Learning for Preparation for Future Learning
| Project/Area Number |
23530874
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | National Institute for Educational Policy Research (2012-2013)
Chukyo University (2011) |
|---|
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) |
TAKAGAKI Mayumi 津田塾大学, 国際関係学科, 教授 (50350567)
KAWASAKI Miho 追手門学院大学, 心理学部, 講師 (70536127)
|
|---|
| Project Period (FY) |
2011 – 2013
|
| Keywords | 発見学習 / 協調学習 / 学習科学 / 知識統合 |
|---|
| Research Abstract |
This research clarifies effects and processes of "collaborative discovery learning" contrasted with "telling and collaborative practice." It utilized two measures for assessment: acquired knowledge and preparation for future learning. Three studies of college students on math, high-school students on science and elementary pupils on math showed that students who learned in Discovery Learning condition outperformed their counterparts in Direct Instruction one on measuers of prepartion for future learning (i.e., performance in joint solving situation after individual test-taking). Detailed process analyses implied that, in the former condition, the students reflected upon problem situations and formed conditional knowledge, which were usable in situations wherein they were allowed to externalize their thoughts and revise them. Teachers' believes were also examined when they were forced not to intervene but to observe and listen to students' conversation in discovery learning conditions.
|
Research Products
(30 results)
