到達度評価による自己評価を取り入れた協同学習が児童の自律的学習行動と学習効力感に及ぼす効果

Effects of cooperative learning incorporating self-evaluation by achievement evaluation on children's autonomous learning behavior and Self-efficacy toward learning

真田 穣人

栗原 慎二

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

The purpose of this study is to examine the effect of cooperative learning， which incorporates self-evaluation by achievement evaluation using rubrics， on children's autonomous learning behavior and Self-efficacy toward learning. In this study， we introduce cooperative learning that incorporates self-evaluation by achievement evaluation using rubrics under the hypothesis that it enhances the children's autonomous learning behavior and self-efficiency of learning. As a result of conducting a questionnaire survey twice during the survey period for children in the 4th grade of elementary school， it was shown that the self-efficacy toward learning was enhanced for all children regardless of the degree of acceptance. On the other hand， it was shown that autonomous learning behavior did not increase. This suggests that cooperative learning that incorporates self-evaluation based on achievement evaluation may promote the desire for competence， but not the desire for autonomy.

achievement evaluation

cooperative learning

Subject education

self-efficacy toward learning

Teaching material development

到達度評価

協同学習

教科教育

学習効力感

教材開発

日本語

広島大学大学院人間社会科学研究科学習開発学領域

Copyright (c) 2022 広島大学大学院人間社会科学研究科学習開発学領域

[ISSN] 1883-8200

[NCID] AA1244667X