| 研究課題/領域番号 |
20K00753
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| 研究種目 |
基盤研究(C)
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| 配分区分 | 基金 |
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| 応募区分 | 一般 |
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| 審査区分 |
小区分02100:外国語教育関連
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| 研究機関 | 上智大学 |
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研究代表者 |
KOYAMA DENNIS 上智大学, 国際教養学部, 准教授 (60817980)
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| 研究期間 (年度) |
2020-04-01 – 2024-03-31
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| 研究課題ステータス |
交付 (2022年度)
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| 配分額 *注記 |
2,470千円 (直接経費: 1,900千円、間接経費: 570千円)
2022年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2021年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2020年度: 910千円 (直接経費: 700千円、間接経費: 210千円)
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| キーワード | Critical Thinking / Collaborative Learning / Project-based Learning / Environmental Literacy / Academic Writing / Project-Based Learning / EMI / Task Design / Educational Assessment |
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| 研究開始時の研究の概要 |
Year 1: A review of critical thinking research will be conducted using university libraries, online databases, and materials and information from professional societies.
Year 2: 10 -20 universities will be contacted for data collection with informed consent. Teacher interviews (and observations if possible), and teaching and assessment materials will be collected and analyzed.
Year 3: 5 -10 more universities will be contacted for data collection with informed consent. Y3's interviews (observations if possible), and collected teaching and assessment materials will be added to Y2's analyses.
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| 研究実績の概要 |
As the lead author, I co-authored a peer-reviewed article which has been accepted for publication in 2023 in the journal "Teaching in Higher Education." The article uses classroom experiences of how students engage their thinking processes about the environmental crisis. to show a disposition view of environmental literacy as an alternative to seeing it as merely a set of knowledge. I presented at 2 international, peer-reviewed conferences held in Taiwan and Singapore, and I was invited to give a lecture titled “Cooperative Learning: Critical Thinking and Learning Transfer” given at Michigan State University and the Japan Center for Michigan Universities. For data collection, I conducted 15 additional interviews, which are being prepared for analysis.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
This year I was able to use the insights gathered from prior data collections and an extensive literature review I conducted to developed a structured interview that explores interviewees' perspectives about critical thinking in their contexts . The guiding research questions for the interview are: 1) How do teachers define and teach critical thinking; 2) How is critical thinking assessed; and, 3) How does critical thinking take place in specific teaching contexts?
I have recorded 15 interviews and have collected pre-interview surveys from all the participants. I have begun transcribing the recordings and organizing the pre-interview survey data for analysis. The results will be written up and submitted to a peer-reviewed journal.
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| 今後の研究の推進方策 |
With universities in Japan resuming face-to-face classes and travel restrictions lifted, I intend to collect more data and to present the preliminary findings at domestic venues. Some of the current preliminary findings highlight both systematic barriers (e.g., class size, prescriptive curricula) and other perceived hinderances (e.g., critical thinking is not defined for programs). I plan to conduct a micro analysis of the additional data collected this year to enhance the information I present at academic conferences and to use for publication in relevant academic journals.
I plan to use my remaining funds to purchase equipment, which I have not been able to purchase due to COVID-19 delays in the world's supply chain, and to local travel and attendance fees for domestic conferences.
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