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ID 35564
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title alternative
The Verification of Some Effects of Written Assignments on Realization of Baseline Knowledge in a General and Comprehensive Subject : From My Educational Experiences and the Statistical Analysis of Performances in the Introduction to Jurisprudence at College
creator
NDC
Education
abstract
My lecture on law seeks to instill some basic ideas of Jurisprudence into fresh persons at college. For 14 years I have given them homework in order to secure their spontaneous learning actions in double times longer periods than their listening to my talk in classroom. But their performances always were fairly lower than I had expected, and so I tried to check the relationship between their scores of two reporting tasks and in final examination and to find the parts of the process in which they would realize the learning contents. As a result, the assumed connection between such assignments and understandings significantly faded away last academic year, partly because many ambitious students had focused too much attention on the details of legal cases and/or the application area without deliberate reflection upon several basic ideas and their conceptions in this field. I will, therefore, initiate the importance of fundamental terms (justice, democracy, constitutionalism, and etc.) and their definitions again in a way that students can develop a solid base of this discipline, although I am also apt to introduce such newest information and applied skills as to cultivate their greater interests in our rule of law.
journal title
Hiroshima journal of school education
volume
Volume 20
start page
43
end page
52
date of issued
2014-03-21
publisher
広島大学大学院教育学研究科附属教育実践総合センター
issn
1341-111X
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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