Naruto University of Education Digital Collection / 鳴門教育大学学術研究コレクション
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体育学習への参加が苦手な子どもが主体的な学びに転じる要因に関する一考察 : 小学校 6 年生陸上運動領域「走り高跳び」の授業観察を通して
Get PDFⅡ大学院における授業実践研究departmental bulletin pape
子どものウェルビーイングを保障する子ども家族支援の枠組みと理念 : 学部及び大学院の講義演習や地域の子どもの居場所におけるスーパーバイズを通して
Get PDFⅢ大学以外の授業実践研究departmental bulletin pape
Education for International Understanding through Online Based Exchange with Oversea Students : Consideration of a Subject, “Foreign Language’s Practice in a Japanese Elementary School
Get PDF本研究では，小学校 5・6 年生を対象とし，オンライン下で外国語科のカリキュラムに沿って，留学生との交流活動を通じた国際理解教育の実践の成果と課題について考察した．本研究は，単なる交流活動による国際理解教育の実践ではなく，外国語科カリキュラム・教科書の単元内容と国際理解教育上の目標・活動との調整を行い，実験授業の計画を行ったことに特徴がある．実験授業の成果を確認するために，主に事前・事後アンケート調査結果・ワークシートの記述を量的・質的に分析した．その結果，①児童の留学生への親和性，異文化体験，活動での達成感などで有意な向上が見られたこと，②オンライン下においても，交流活動を通じた国際理解教育の実践は十分に可能であり，多様な活動を展開できることが確認された．また，今後の課題として，成果を波及的なものにするには，交流活動等の継続が必要であり，不測の事態を避けるためには，交流活動と学習内容を整合化するために授業前の当事者間の十分な協議・確認が必要となることを指摘した．departmental bulletin pape
The Equal Sign and the Performance of 4th Grade Students in Mathematics in Nicaragua
Get PDFThis research aims to study the relationship between the use of relational symbols ( ＝ , ＞ , ＜ ) and performance of fourth grade students, in mathematics. A diagnostic test was applied to 319 students and 19 teachers of five Nicaraguan public schools, selected considering enrollment and accessibility. The diagnostic test consisted of a reasoning problem, an application problem and seventeen basic calculation items. The data were analyzed using non-parametric tests (Spearman's Rho and Mann-Whitney U). It was found that i) a correlation was confirmed between the usage of the relational symbols and students' performance, ii) there was a significant difference of average score between students who use equal sign to state their answers and those who do not use the equal sign at all, when solving a problem.departmental bulletin pape
Practical Guide of IBSE : A Pedagogical Framework for Primary School Teachers
Get PDFInquiry-based science education “IBSE” has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting investigations. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. My results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social, and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.departmental bulletin pape