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ID 28119
file
title alternative
Research on Metacognitive Awareness of Teachers and their Actual Behavior : Using a Questionnaire on Science Learning Guidance
creator
subject
メタ認知
用語理解
意識
実態
教師
NDC
Psychology
Education
abstract
本研究では, まずメタ認知に対する教師の用語理解, メタ認知を促すような支援(以下, メタ認知的支援とする)についての教師の意識と実態を明らかにし, 次に子どものメタ認知能力育成へ向けての示唆を導出することを目的とした。

小・中学校教師に対する質問紙調査の結果, 次の4点が明らかになった。①多くの教師はメタ認知という用語を理解していない, ②教師はメタ認知的支援を行うことを重要だと捉えて行っているが, 実際の支援には意識が十分反映されていない, ③用語を理解している教師は, 理解していない教師よりもメタ認知的支援の頻度が高い, ④中堅教師と熟練教師ともに, 若手教師よりもメタ認知的支援の頻度が高い。

そして, 子どものメタ認知能力育成へ向けての示唆として, 次の2点を導出した。(1)用語理解を含めたメタ認知的支援の重要性や必要性について, 教師の意識を高める, (2)教師に対し, 具体的なメタ認知的支援の方法の習得を促す。
abstract
The purposes of this study were to reveal teachers' understanding of the terminology "metacognition", and their awareness and practice of metacognitive support, support that promotes metacognitive activities; and to draw implications for the development of children's metacognitive skills.

The findings of a questionnaire investigation of elementary school and junior high school teachers are described as follows:

(1) Many teachers did not understand the terminology "metacognition";

(2) Although teachers were aware of the importance of metacognitive support, they could not bring this awareness to their practice;

(3) The teachers who understood the terminology used metacognitive support more frequently than those who did not;

(4) Teachers with average to high levels of experience used metacognitive support more frequently than novice teachers.

This study implies the following two points. First, it is important to make teachers aware of the importance and the need for metacognitive support, including the understanding of the terminology. In addition, it is important to recommend teachers to learn concrete ways of providing metacognitive support.
journal title
日本教科教育学会誌
volume
Volume 28
issue
Issue 3
start page
83
end page
89
date of issued
2005-12-01
publisher
日本教科教育学会
issn
0288-0334
ncid
language
jpn
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2005 日本教科教育学会
department
Graduate School of Education