児童の概念変容を促す算数科授業の開発研究 : 認知的葛藤の生起と解消に焦点をあてて

A Developmental Study on Mathematics Classes to Promote Children's Conceptual Change: Focusing on The Evoking and Resolving Cognitive Conflict

村上 良太

教職開発研究

Journal of Professional Development for Teachers and School Leaders

[PISSN] 2433-8664

[NCID] AA12860624

The main purpose of this study is to clarify a guiding principle for guaranteeing chances of evoking and resolving cognitive conflict on mathematics classes. The hypothesis of this study is when a chance of evoking and resolving cognitive conflict is guaranteed, children will reorganize the concept they have already had and make them change to a more objective. scientific one. This paper analyzes the effectiveness of the learning process model for guaranteeing chances of evoking and resolving cognitive conflict through experiment classes. Subjects of survey were sixth graders of an elementary school. A teaching of a unit study of 3 hours was performed. The problems chosen as learning materials for investigation were the ones of "understanding of the concept of the ratio" from the National Assessment of Academic Ability. As a result of pre-post assessment of performance and investigation problems, the effectiveness of the learning process model was significant. and it was improved by the individual analysis of subject children.

Cognitiye Conflict

Conceptual Change

Learning process model

認知的葛藤

概念変容

学習過程モデル

日本語

広島大学大学院教育学研究科 教職開発講座

Copyright (c) 2019 教職開発講座

[ISSN] 2433-8664

[NCID] AA12860624