2005 Fiscal Year Final Research Report Summary
Examining the effect of Science and Mathematics Instruction based on the principles of "adaptive expertise"
| Project/Area Number |
14510165
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Osaka Kyoiku University (2005)
The Open University of Japan (2002-2004) |
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Principal Investigator |
MORITA Eiji Osaka Kyoiku University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50200415)
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| Project Period (FY) |
2002 – 2005
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| Keywords | adaptive expertise / motivation / dialogue |
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| Research Abstract |
An adaptive expert is characterized as the person who has the mental model or the knowledge that enable them to understand each steps of procedure and select adequate ones from possible alternatives. To have the "adaptive expertise", following basic principles, which elicit motivation, are thought as antecedent. That is, engaging in an interaction in dialogue style, having emancipation from a matter of great urgency, belonging to the group that respect understanding itself, and so on.
In this research project, we examine whether or not the concept of "adaptive expertise" or the principles that realize it could contribute to organize school lesson, using the subject matter of Mathematics and Sciences. Upper graders of elementary schools are participated in this study.
As the result, "adaptive expertise" tends to be promoted when students were motivated to understand through an interaction in dialogue style.
Henceforth, we need to confirm if those principles could be effective when we teach the different content area such as social science and when we teach elder students such as junior high students.
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