血液学実習におけるグループ討議と課題レポートの効果 : 教育認知心理学的観点から

概要

論文の詳細を見る
We tried group discussion and assignment reports as measures for effectively carrying out hematology laboratory training. After the completion of the training we gave the students a questionnaire survey about the efficacy of this, examining it from the cognitive-psychological perspective. Group discussions and oral tests were effective in raising the comprehension level of the students. That self-confidence in turn enhanced self-efficacy, and it seemed to connect with self-motivation for the assignment report. Although a number of respondents answered that the assignment report took a long time to complete (73%), they were also in favor of it in terms of the degree of comprehension and as a preferable learning method (95%). Many students recognized the need for assignment reports, and half of the students replied that usual reports were not necessary. Thus, this method of writing assignments was considered to have heightened the students' intrinsic motivation to obtain new information, which generally is difficult to do, by confronting them with cognitive conflict.
香川県立保健医療大学の論文
2004-03-31