Study on the science instruction to develop students' autonomous thinking and expressing ability through cooperative and collaborative learning

2015 Fiscal Year Final Research Report

• Project/Area Number: 25381172
• 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: Yokohama National University
• Principal Investigator: Wada Ichiro 横浜国立大学, 教育人間科学部, 准教授 (70584217)
• Research Collaborator: SUZUKI ISSEI 東京学芸大学, 附属竹早中学校, 教諭 ; TANAKA AKIO 横浜国立大学, 附属横浜中学校, 教諭 ; NAGANUMA TAKESHI 神奈川県三浦市立剣崎小学校, 教諭 ; HIRASE KENTARO 神奈川県立菅高等学校, 教諭 ; MIYAMURA RENRI 東京都三鷹市立第二中学校, 教諭
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: 協同学習 / 思考・表現 / 自律性 / 理科授業デザイン / メタ認知

Outline of Final Research Achievements

The purpose of this study is to develop an instruction in science classes for promoting students' autonomous thinking and expressing ability through cooperative and collaborative learning.In this study,we focused on the metacognitive process and representational functions in the social interaction. Especially, metacognitive process was assessed by multifaceted and multilevel model of metacognition proposed by Efrklides,A.,and we developed an instruction based on the theory of "model co-construction and evolution" advocated by Kahn,S.
In conclusion, constructing and expressing students' own models using prior knowledge is effective for the improving metacognitive monitoring and control process. Cooperative and collaborative learning afford not only one's metacognitive process, but also the other student's metacognitive process.The important point is that teachers need to support student-to-student or group interaction based on assessment of the students' expressing models.

Free Research Field

科学教育