@article{oai:niigata-u.repo.nii.ac.jp:02000395,
 author = {土佐, 幸子 and Tosa, Sachiko and 渡邊, 響 and Watanabe, Hibiki},
 issue = {2},
 journal = {新潟大学教育学部研究紀要 人文・社会科学編},
 month = {Feb},
 note = {In this study, the theory of collaborative learning by Johnson et. al. is used as the theoretical framework. The current state of the use of collaborative learning in middle-school science lessons was first examined through a teacher interview. The results indicate that the teacher was more concerned with student individual acquisition of fundamental knowledge in science, and collaborative learning is not much used in middle schools. Then, mock science lessons that include collaborative learning were developed by pre-service teachers, and four instructional strategies that promote collaborative learning were identified.},
 pages = {305--313},
 title = {協同学習を通して「誰に聞いても大丈夫」を実現する理科授業の開発},
 volume = {14},
 year = {2022}
}