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ID 37521
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別タイトル
The Verification of Some Effects of Written Assignments on Realization of Baseline Knowledge in a General and Comprehensive Subject at Teacher-training Course (2) : the Statistical Analysis of Performances in the Introduction to Jurisprudence and so forth
著者
NDC
教育
抄録(英)
Following my last year’s report, I put the old and new data into the same statistical charts and analyzed some learning patterns and intellectual changes of students in my classes during last 4 years. Since there were little statistically significant differences between the scores of students who answered questions about the same case at the final examination as their reports’ themes and the ones of those who did questions distinct from the themes they had dealt with in their reports, it turned out that the knowledge acquired by writing a few reports was almost equal in both quality and quantity to that obtained by preparation just before examination.  

In the supplementary chapter, I introduce also the performances of the simple knowledge test on separation of the powers which I got about 10 years ago in other subjects for fresh persons. As a result, the undergraduates had so wider distribution of basic knowledge that it would be difficult to set our sights strictly on the majority of students. So we, university teaching staff, must recognize the necessity to investigate their epistemic multilevel structure and sociological valuables (sex, grade, major, etc.) that would have a certain influence on their performances, and on that basis design and advance our instructions.
掲載誌名
学校教育実践学研究
21巻
開始ページ
115
終了ページ
123
出版年月日
2015-03-20
出版者
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
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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