単元前後で児童が読み取った運動情報の比較分析 : 小学校４年生「開脚跳び」の授業を対象に

The purpose of this study was to investigate changes in how fourth-graders received motion information via video-teaching material after a straddle vault class. In this study, the authors focused on technical points taught by a teacher in the class and analysed descriptions made by the students while watching the video both before and after the class. As a result, the following was clarified.
1. We inferred that the pupils properly understood the learning content, as most of them correctly recognized the performance shown in the video. However, some were unable to correct false knowledge and needed help in understanding the learning content.
2. As descriptions made by the pupils before the class contained incorrect knowledge, it is assumed that correct knowledge was taught in the class. Furthermore, only a few descriptions contained technical points. As it would not have been sufficient to teach these points as knowledge, we assumed that the teachers took additional measures to ensure that pupils paid attention to such points.