精神臨床看護学におけるディベートを用いた学習効果の評価 : 学生レポートの分析から

概要

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The purpose of this study is to clarify the effects on learning of the "debate" style used in the psychiatric nursing classes. Reports from students were analyzed from two viewpoints, and the following results were obtained: 1. Benefit of "debate learning" compared to the conventional "group learning": Prior to the discussion section, the students gleaned diverse information from multidirectional viewpoints, selected the information that supported the viewpoint held by their group, and analyzed the information. In the learning process, the students of each group strengthened their unity to win the debate. 2. Students' self-evaluation of their own presentations at the debate: Some students pointed out that presenting concrete numerical data had been advantageous to their group. Some students pointed out that having clearly defined and distinct roles for each member of the group had been advantageous in making an argument. Many students pointed out that the concrete numerical data should have been more effectively used in the presentation, and also pointed out that they should haveused their allotted presentation time more effectively. These results suggest that "debate learning" is the better learning style for establishing the students' identity and for increasing their active learning.
香川県立保健医療大学の論文
2004-03-31