Improvement of children's logical thinking by a digital pen system and the mind maps in an elementary school
| Project/Area Number |
23501162
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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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| Research Field |
Educational technology
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| Research Institution | Tokyo Metropolitan University |
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Principal Investigator |
NAGAI MASAHIRO 首都大学東京, 大学教育センター, 教授 (40387478)
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| Co-Investigator(Kenkyū-buntansha) |
UENO Jun 首都大学東京, 都市環境科学研究科, 教授 (70117696)
KIYA Hitoshi 首都大学東京, システムデザイン研究科, 教授 (40157110)
KITAZAWA Takeshi 東京学芸大学, 教育学部, 准教授 (80453033)
WATANABE Yuki 首都大学東京, 大学教育センター, 助教 (50570090)
KATO Hiroshi 放送大学, 教養学部, 教授 (80332146)
FUKUMOTO Toru 国立教育政策研究所, 教育研究情報センター, 総括研究官 (70413903)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,330,000 (Direct Cost: ¥4,100,000、Indirect Cost: ¥1,230,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
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| Keywords | デジタルペン / 共分散構造分析 / マインドマップ / エキスパート / 国際情報交換 / 協調学習 / 論理的思考力 / 小学校 / 授業実践 / テレビ会議システム |
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| Research Abstract |
We implemented lessons to improve the logical thinking of students at the elementary school level. Students engaged in collaborative learning with expert teachers utilizing a mind map (MM) drawn with a digital pen. It was found that the learning environment including the digital pen system was relatively effective. However, we could not determine what kind of scaffolding was most effective. Therefore, a causal relationship model was used to assess lesson satisfaction among students based on an attitude survey and verified using covariance structure analysis. The results showed that "MM" and "collaborative learning with the expert teacher" influenced "understanding of and satisfaction with the lessons," while use of the digital pen did not affect the summative evaluation of the lessons. Therefore, it seems that students perceived the digital pen in a similar way to an ordinary writing implement, and thus that it blended well into the learning environment.
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Report
(4 results)
Research Products
(19 results)
