このエントリーをはてなブックマークに追加
ID 41649
file
title alternative
Lesson Analysis with the Framework of “PASS theory of intelligence” on the 5th Grade Social Studies
creator
Matsuo, Nami
subject
Lesson Analysis
PASS theory of intelligence
Luria’s Romantic Science
Children’s Cognitive Processes
PASS Rating Scale
授業分析
知能のPASS理論
A.R ルリアのロマンティックサイエンス
子どもの認知処理様式
PASS評定尺度
NDC
Education
abstract
The current study sought to describe the thinking and learning strategies of children and their influence on teachers’ class design. To this end, I analyzed the relationships between children’s behavior and teachers’ instructional acts, and their influence on the cognitive characteristics of the processes of teaching and learning in 5th grade social studies lessons. I first assessed children’s cognitive abilities using the PASS Rating Scale. Second, I classified instructional acts using the framework of the PASS theory of intelligence with another teacher who was engaged in special needs education. Third, I interviewed instructors about the relationships between their class designs and how they understood their pupils’ scholastic abilities and characteristics, as well as the way that their teaching schemes had been changed by the lessons and examination of lesson records. The lesson analysis revealed three main findings. First, instructional acts directed to individual children functioned as a whole class approach. Instructors often urged an individual child to lead the other classmates when they felt that the child possessed sufficient ability. Second, children exhibited variability in responses to similar instructional acts with same intention, depending on each child’s characteristics. Among instructors, there were commonly difficulties in dealing with the variability of children’s responses. Finally, I observed discrepancies between children’s cognitive processes and teachers’ understanding, including children’s performance in each subject. These discrepancies commonly caused disagreement between the teacher’s instructions and the children’s will. Teachers recognized such disagreement only after they observed it causing learning difficulties for the whole class, often reflecting on their methods as a result.
description
本研究は,JSPS科研費JP16J03134の助成を受けたものである。
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 65
start page
63
end page
72
date of issued
2016-12-22
publisher
広島大学大学院教育学研究科
issn
1346-5562
ncid
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
他の一覧