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中学校理科授業における「深い学び」を促す要素を探る : ダニエル電池を教材として
http://hdl.handle.net/10191/00051428
http://hdl.handle.net/10191/00051428695923e8-ef7b-4cee-8fd7-e3055bd3f09a
名前 / ファイル | ライセンス | アクション |
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12(1)_85-94.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 | 2020-03-11 | |||||
タイトル | ||||||
タイトル | 中学校理科授業における「深い学び」を促す要素を探る : ダニエル電池を教材として | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Identifying the Elements that Promote Students' Deep Approach to Learning in Middle-School Lessons: Through theUse of the Daniel Cell | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Middle school science | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | deep approach to learning | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Daniel cell | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Middle school science | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | deep approach to learning | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Daniel cell | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | departmental bulletin paper | |||||
その他のタイトル | ||||||
その他のタイトル | Identifying the Elements that Promote Students' Deep Approach to Learning in Middle-School Lessons: Through theUse of the Daniel Cell | |||||
著者 |
土佐, 幸子
× 土佐, 幸子× 山本, 伸寿× 上原, 真衣× 粉川, 依莉沙 |
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著者別名 | ||||||
識別子 | 156007 | |||||
識別子Scheme | WEKO | |||||
姓名 | TOSA, Sachiko | |||||
著者別名 | ||||||
識別子 | 177618 | |||||
識別子Scheme | WEKO | |||||
姓名 | YAMAMOTO, Nobuhisa | |||||
著者別名 | ||||||
識別子 | 177619 | |||||
識別子Scheme | WEKO | |||||
姓名 | UEHARA, Mai | |||||
著者別名 | ||||||
識別子 | 177620 | |||||
識別子Scheme | WEKO | |||||
姓名 | KONAKAWA, Erisa | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Promoting students' deep approach to learning is one of the pillars in the new Course of Study in Japan. However, the meaning of deep approach to learning is not well understood by many teachers. In this study, the meaning of deep approach to learning in middle-school science lessons is explored both theoretically and practically. Through literature review, this study identifies two components in the meaning of deep approach to learning in middle school science. One is thinking operations, and the other is conceptual understanding. This study argues that these two components are necessary in order to realize students' deep approach to learning in science. This theoretical scheme was applied to a classroom practice. In the target science lesson, students were asked to hypothesize on the question of what would be the best materials to increase the voltage of the Daniel cell. Students' discussion data were analyzed through the use of quantitative content analysis software and other qualitative research method. The results indicate the importance of teacher's guide. Further discussions on the limitations and perspectives of this stud are included. | |||||
書誌情報 |
新潟大学教育学部研究紀要 人文・社会科学編 en : 新潟大学教育学部研究紀要 人文・社会科学編 巻 12, 号 1, p. 85-94, 発行日 2019-10 |
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出版者 | ||||||
出版者 | 新潟大学教育学部 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 18833837 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12358266 | |||||
著者版フラグ | ||||||
値 | publisher |