2007 Fiscal Year Final Research Report Summary
An empirical research to examine the effects that the active learning behavior that appeared during the lesson was caused for the study promotion
| Project/Area Number |
16300276
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Waseda University |
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Principal Investigator |
NOJIMA Eiichiro Waseda University, Faculty of Human Sciences, Professor (20000086)
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| Co-Investigator(Kenkyū-buntansha) |
ASADA Tadashi Waseda University, Faculty of Human Sciences, Professor (00184143)
SAITO Miho Waseda University, Faculty of Human Sciences, Professor (90288043)
KOGO Chiharu Waseda University, Faculty of Human Sciences, Associate Professor (00186610)
UOSAKI Yuko Waseda University, Faculty of Human Sciences, Guest lecturer (20386650)
KISHI Toshiyuki Waseda University, Faculty of Human Sciences, Assistant (10454084)
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| Project Period (FY) |
2004 – 2007
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| Keywords | Teaching-Learning behavior / Elementary school / Junior high school / Raising hand behavior / Underlining / Note-taking / e-learning / Blended-learning |
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| Research Abstract |
This research was done to examine effects that the active learning behavior that appeared during the lesson was caused for the study promotion.
This research was focus on 1) Raising hand behavior in the classroom, 2) Note-taking , 3) Underlining to the texts, 4) The research of the modality of the use of e-learning in the lecture type class that uses e-learning together has been brought together.
Those results were as follows.
1) This study was tried to investigate mechanism of the behavior of the raising hand through the observation of an actual classroom class scene. The result was shown that raising hand behavior was provided for by a class environmental factor of the class acknowledgment of not only child individuals' belief but also the child.
2) This study investigated the relation to the test score with the Note-taking in the lecture after the fact. Information on the lecture was classified by the key sentence, the item of note-taking and the amount were examined, and the relation to the score of the test that had been imposed two weeks teaching later was analyzed. As a result, high correlations were shown the amount of note-taking and the test score.
3) This study investigated the effectiveness of underling while reading on readers' understanding of textual information. The result showed that the promoting improved the subjects' recall of the underlined information regardless of the texts' defficults or the length of reading time.
4) This study investigated the learner's learning process in lecture class of university together with e-learning. The result showed that a learner may access e-learning when he/she doesn't know that he/she can understand content of lecture, and when he/she perceive necessity of re-taking the lecture. This result suggests that learners can use it when they perceive necessity of re-taking the lecture after they know that they don't understand content of lecture.
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