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ID 50662
file
title alternative
A Developmental Study on Mathematics Classes to Promote Children's Conceptual Change: Focusing on The Evoking and Resolving Cognitive Conflict
creator
MURAKAMI, Ryouta
subject
Cognitiye Conflict
Conceptual Change
Learning process model
認知的葛藤
概念変容
学習過程モデル
abstract
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.
journal title
Journal of Professional Development for Teachers and School Leaders
issue
Issue 2
start page
57
end page
66
date of issued
2019-03-15
publisher
広島大学大学院教育学研究科 教職開発講座
issn
2433-8664
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2019 教職開発講座
department
Graduate School of Education
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