Mendeley出力
＜紀要論文＞
ミニットペーパーから探る学習動機に繋がる授業の在り方
| 作成者 | |
|---|---|
| 本文言語 | |
| 出版者 | |
| 発行日 | |
| 収録物名 | |
| 巻 | |
| 開始ページ | |
| 終了ページ | |
| 出版タイプ | |
| アクセス権 | |
| JaLC DOI | |
| 概要 | We examined the evolution of students' learning during a semester through analysis of descriptions in minute-papers. The analysis results showed that the students who expressed their learning motivati...on after the semester had more descriptions on their minute-papers than other students. The types of descriptions most frequently written by the students who expressed learning motivation were, in descending order, ‘thinking’, ‘understanding’, ‘questioning’, and ‘interrogating’. The relation between the proportion of each type of description and the number of lessons revealed that students who expressed the learning motivation were more likely to write about ‘understanding’ and ‘interrogating’ during the early periods of the semester, but were more likely to write about the ‘thinking’ and ‘questioning’ in the middle and later periods of the semester. The transition of description types is expected to reflect the learning steps of students. Results of this study demonstrate that following the learning steps appropriately throughout the semester is effective for enhancing students' learning motivation.続きを見る |
| 目次 | 1. はじめに 2. 使用するデータ 2.1. 対象授業 2.2. ミニットペーパー（MP） 2.3. 三種類の人数値 2.4. データセットの種類 3. 学生層間の差から探る学びの段階 3.1. MP 記述者率と一人当たりのMP 記述数 3.2. MP 記述種 3.3. 学びの段階 4. 学習動機を萌芽・向上させる授業とは 5. 結びにかえて続きを見る |
詳細
| PISSN | |
|---|---|
| EISSN | |
| レコードID | |
| 登録日 | 2025.02.26 |
| 更新日 | 2025.02.27 |