Research on Development of Dialogic Scenarios in Problem-based Learning

2014 Fiscal Year Final Research Report

• Project/Area Number: 24531196
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education on school subjects and activities
• Research Institution: Mie University
• Principal Investigator: YAMADA Yasuhiko 三重大学, 教育学部, 教授 (30220411)
• Co-Investigator(Kenkyū-buntansha): MORIWAKI Takeo 三重大学, 教育学部, 教授 (20174469) ; NEZU Chikako 三重大学, 教育学部, 教授 (40335112) ; NAKANISHI Yasumasa 三重大学, 教育学部, 准教授 (00378283) ; AKAGI Kazusige 神戸大学, 人間発達環境学研究科, 准教授 (70402675)
• Research Collaborator: MORIYAMA Sayaka 三重大学, 高等教育創造開発センター, 特任講師 (50701439) ; MAEBARA Yūki 愛知大学, 経営学部, 助教 (00755902) ; OBINATA Masahumi 三重大学, 教育学部, 准教授 (00712613) ; ŌNISHI Hiroaki 三重大学, 教育学部附属特別支援学校, 講師
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: PBL教育 / アクティブ・ラーニング / 対話型授業 / PBL事例シナリオ

Outline of Final Research Achievements

Scenarios are often used as learning materials in Problem-based Learning. In teacher training the scenarios consist of the phenomena which teachers encounter in the schools. And the scenarios need to be devised to facilitate interactions with learners or between ones. Students can learn about education actively and deeply through such dialogic scenarios.
Our research has revealed the value and the fundamental theories of the learning through the dialogic scenarios in teacher training. And we made a collection of the scenarios. It was composed of three kinds. In the first scenarios we took up the matters that teachers had to know well in engaging education. The second ones treated the problems which teachers usually confronted in the relations with children. The third scenarios suggested the contents and the ways for children to enjoy the meaningful learning in subjects. Furthermore, we developed the proper ways to facilitate dialogues and to learn deeply in small groups.

Free Research Field

教科教育学