| 研究分担者 |
上野 淳 首都大学東京, 都市環境科学研究科, 教授 (70117696)
貴家 仁志 首都大学東京, システムデザイン研究科, 教授 (40157110)
北澤 武 東京学芸大学, 教育学部, 准教授 (80453033)
渡辺 雄貴 首都大学東京, 大学教育センター, 助教 (50570090)
加藤 浩 放送大学, 教養学部, 教授 (80332146)
福本 徹 国立教育政策研究所, 教育研究情報センター, 研究員 (70413903)
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| 研究概要 |
We implemented lessons to improve the logical thinking of students at the elementary school level. In the lessons, students engaged in collaborative learning with expert teachers utilizing a mind map (MM) drawn with a digital pen. In previously published findings, 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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