理科学習の進め方の好みについて : 小学校第5学年を対象とした質問紙調査から

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小学校第5学年の児童を対象に，理科の授業でいくつかの学習の進め方を経験させた後，学習の進め方の好みについて調査した。その結果，従来からの一斉・固定グループによる授業や個別に進める授業よりも，課題・方法別グループによる授業を支持する傾向がみられた。理科学習への意識が肯定的な群や学習成績が下位の群では，課題・方法別グループを選択する比率が高いことがわかった。In order to design or elaborate an effective teaching skill several questionairs and tests in terms of “preferential learning style”have been performed in the science lessons of the fifth grade of elementary school.In the first term in 1991,the pupils of three classes,including 51 boys and 42 girls,have been experienced four kinds of learning styles in various science lessons:the learning the same subject all together along the guidance given by teacher;individually(type A)and in a fixed groupe(type B),the learning some subject chosen by theirselves along the appropriate references or guiding text books(type C)and the learning in subject-solving project groupes(type D).On the basis of the statistical analyses of the questionaires concerning the preferences for the four learning styles the type D was revealed to be more interesting learning style for pupils than type A and B.In addition,it was found that the learning style of type D is prefered by the pupils characterized to be in positive attitude to learn the science lessons as well as even by the pupils being in lower score level in the post-achievement tests.Brief discussion is given to indicate the importance to choose the appropriate style of lessons in science classes.
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理科学習の進め方の好みについて : 小学校第5学年を対象とした質問紙調査から

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