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The Effects of Motivational Teaching Strategies on Learning Behavior among Peers during Collaborative Learning<教育科学>
https://doi.org/10.24561/00017674
https://doi.org/10.24561/000176749676fbb6-b687-4504-a70a-4b2fb1f88e56
名前 / ファイル | ライセンス | アクション |
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KY-AA12318206-6301-01.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 | 2014-03-04 | |||||
タイトル | ||||||
タイトル | The Effects of Motivational Teaching Strategies on Learning Behavior among Peers during Collaborative Learning<教育科学> | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | teaching strategy | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | conceptual change | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | social elaboration | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | expectancy from others | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | learning strategy | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | collaborative science learning | |||||
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 | 10.24561/00017674 | |||||
ID登録タイプ | JaLC | |||||
著者 |
TAKAGAKI, Mayumi
× TAKAGAKI, Mayumi× NAKANISHI, Yoshifumi× TAZUME, Hirotsugu× SHIMIZU, Makoto |
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著者 所属 | ||||||
International and Cultural Studies, Tsuda College | ||||||
著者 所属 | ||||||
Faculty of Education, MIE UNIVERSITY | ||||||
著者 所属 | ||||||
Faculty of Education, Kyoto University of Education | ||||||
著者 所属 | ||||||
Faculty of Education, Saitama University | ||||||
書誌情報 |
埼玉大学紀要. 教育学部 en : Journal of Saitama University. Faculty of Education 巻 63, 号 1, p. 1-20, 発行日 2014 |
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年月次 | ||||||
2014 | ||||||
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 | A strategy of collaborative learning for teaching the Volume and Temperature to 4th graders was developed for each sub-category of motivation-enhancing structures (i.e., Task, Authority, Grouping, Evaluation) proposed by Maehr & Midgley (1991). The purpose of this study was to investigate how our teaching strategies affect the scientific understanding and learning behaviors among peers in the lessons. The analyses of the data included a quantitative analysis based on pre and post unit questionnaires, a descriptive analysis based on the concept of “thermal motions of the atoms,” and an interpretive analysis based on students' dialogue and behaviors during each class process. These analyses indicated the following : 1) our teaching strategies promoted the acquisition of scientific concepts (volume increases but mass does not change with increased temperature), 2) metacognitive social elaboration was induced by introducing function of teaching strategy's element related personal preconceptions and experiences to task, and made optimum choices to examine the predictions, and 3) expectancy from others in social relationships was promoted by introducing function of teaching strategy's element supported for participation and discussion, and evaluated reciprocally among peers based on individually. In addition, these results suggested a need for another indirect constraint condition besides these direct consideration. | |||||
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 | 2014-03-04 | |||||
日付タイプ | Created | |||||
アイテムID | ||||||
KY-AA12318206-6301-01 |