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  1. 020 教育学部
  2. 20 紀要
  3. 10 新潟大学教育学部研究紀要 人文・社会科学編
  4. 第12巻第1号
  1. 0 資料タイプ別
  2. 03 紀要論文

Identifying the Elements that Promote Students' Deep Approach to Learning in Middle-School Lessons: Through theUse of the Daniel Cell

http://hdl.handle.net/10191/00051428
http://hdl.handle.net/10191/00051428
695923e8-ef7b-4cee-8fd7-e3055bd3f09a
名前 / ファイル ライセンス アクション
12(1)_85-94.pdf 12(1)_85-94.pdf (1.8 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
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

WEKO 156007

土佐, 幸子

Search repository
山本, 伸寿

× 山本, 伸寿

WEKO 177615

山本, 伸寿

Search repository
上原, 真衣

× 上原, 真衣

WEKO 177616

上原, 真衣

Search repository
粉川, 依莉沙

× 粉川, 依莉沙

WEKO 177617

粉川, 依莉沙

Search repository
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
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
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