自己学習能力を育む授業がもたらす児童の自己概念の変化とメタ認知能力の発達I

概要

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The purposes of the present study was to examine the effects of the teaching that aimed to promote self-learning ability on the self-concepts and the metacognition. The 15-item self-concepts questionnaire, the 12-item metacognition questionnaire and the achievement test of arithmetic were administered to 109 (3 classes) fifth grade children. Then the teaching that intended promoting self-learning ability was conducted to 36 children (1 class) during about 2 months. After the teaching, the self-concepts questionnaire, the metacognition questionnaire and the achievement test of arithmetic were administered. The results were as following: (1) Weak correlations were obtained between metacognition and self-concepts, but significant correlations were not obtained between metacognition and achievement test score. (2) The main effects of the teaching on the self-concepts and the metacognition were not obtained enough. The self-concepts and metacognition as the aptitudes influenced the self-concepts and metacognition as each. The implications of these results for providing help for the future studies in the elementary school, and the measure of metacognition were discussed.
武庫川女子大学の論文