Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education Issue 68
2019-12-20 発行

多感覚アプローチによる分詞構文学習の効果 : ブロックを使っての学習

Effect of Multisensory Approach on Learning Participial Construction: Learning with Blocks
Chikayama, Kazuhiro
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abstract
This study examined whether using several sensors could help students to memorize the rules for participial construction eff ectively. Previous studies have shown that multisensory learning is an eff ective approach because several sensory systems are used together. Although numerous studies have explored reading or writing skills, few have examined grammar lessons using multisensory learning. In addition, learning methods for participial construction are rarely studied. The present study used wooden blocks that may help learners activate their senses. Forty-five Japanese first-year university students participated in the study and were divided into two groups: a group using wooden blocks (the experimental group) and a group using a handout based on a textbook as the source material (the regular approach group). All participants received a lesson using each material according to their group. The data from three tests were collected: 1) pretest, 2) posttest, and 3) delayed test. The score of the delayed test in the experiment group was higher than that of the regular approach group. The test analysis revealed that using a multisensory approach is effective in the participants retaining the memory of what they had learned.
subject
participial construction
multisensory approach
wooden blocks
分詞構文
多感覚アプローチ
木製ブロック