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メタ認知的活動を促すことが科学概念形成に及ぼす効果 : 中学校第1学年「物質の状態変化」の学習を事例にして<教育科学>
https://doi.org/10.24561/00017795
https://doi.org/10.24561/00017795e3d3379c-d52b-4592-9eae-fb19929809f8
名前 / ファイル | ライセンス | アクション |
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KY-AA12318206-6601-02.pdf (1.8 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2017-03-27 | |||||
タイトル | ||||||
タイトル | メタ認知的活動を促すことが科学概念形成に及ぼす効果 : 中学校第1学年「物質の状態変化」の学習を事例にして<教育科学> | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 科学概念形成 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | メタ認知的活動 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 物質の状態変化 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ワークシート | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 中学校理科 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | metacognitive activities | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | scientific concepts | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | state changes of matter | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | work sheet | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | science lesson | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.24561/00017795 | |||||
ID登録タイプ | JaLC | |||||
タイトル(別言語) | ||||||
その他のタイトル | Effects of Facilitating Metacognitive Activities on Forming Scientific Concepts : A Case Study on Learning “State Changes of Matter” in First Grade of Lower Secondary School | |||||
著者 |
小川, 恵里佳
× 小川, 恵里佳× 高垣, マユミ× 清水, 誠 |
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著者 ローマ字 | ||||||
OGAWA, Erika | ||||||
著者 ローマ字 | ||||||
TAKAGAKI, Mayumi | ||||||
著者 ローマ字 | ||||||
SHIMIZU, Makoto | ||||||
著者 所属 | ||||||
伊奈町立伊奈中学校 | ||||||
著者 所属 | ||||||
津田塾大学学芸学部 | ||||||
著者 所属 | ||||||
埼玉大学名誉教授 | ||||||
著者 所属(別言語) | ||||||
Ina Lower Secondary School | ||||||
著者 所属(別言語) | ||||||
Faculty of Liberal Arts, Tsuda College | ||||||
著者 所属(別言語) | ||||||
Saitama University, Emeritus Professor | ||||||
書誌情報 |
埼玉大学紀要. 教育学部 en : Journal of Saitama University. Faculty of Education 巻 66, 号 1, p. 13-26, 発行日 2017 |
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年月次 | ||||||
2017 | ||||||
出版者名 | ||||||
出版者 | 埼玉大学教育学部 | |||||
出版者名(別言語) | ||||||
出版者 | Faculty of Education, Saitama University | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 18815146 | |||||
概要 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Effects of utilizing a work sheet to facilitate metacognitive activities on the formation of scientific concepts related to state changes were investigated. The worksheet was designed to make students repeatedly describe metacognitive monitoring and metacognitive control when developing hypotheses and in discussions. The experimental group of participants used the work sheet and the control group did not. The results of investigating concepts indicated that a larger number of students in the experimental group acquired the concept of state changes compared to the control group. Their descriptions confirmed that metacognitive activities increased in the experimental group after using the work sheet, compared to before using it. Furthermore, descriptions in a stimulated-recall questionnaire suggested that students showing significant changes in concepts had often conducted metacognitive activities. Based on the above results, it is suggested that the utilization of the work sheet for facilitating metacognitive activities is effective for forming scientific concepts related to state changes by increasing the metacognitive activities of students. | |||||
版 | ||||||
[出版社版] | ||||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | text | |||||
フォーマット | ||||||
内容記述タイプ | Other | |||||
内容記述 | application/pdf | |||||
作成日 | ||||||
日付 | 2017-03-27 | |||||
日付タイプ | Created | |||||
アイテムID | ||||||
KY-AA12318206-6601-02 |