学習者の学力と認知構造の変容

概要

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When subjects(Ss) learn a subject-matter, it seems that cognitive structure of Ssapproaches to the content structure of the subject-matter in proportion as Ss havelearned more and more. Here it is hypothesized that the cognitive structure of highachievers in posttest is closer to the content structure than of low achievers. In orderto verify the above hypothesis, the author uses undergraduates as Ss, mathematics(projective geometry) as a subject-matter and the Word-Association Test of I-Form asan instrument measuring the cognitive structure, and calculates the distance betweenthe content structure and the cognitive structure constructed from the distance matrix(the digraph similarity matrix in Geeslin and Shavelson (1975)) and the distanceconstructed from the meaningfulness in both structures defined by the author, andinvestigates the change of the cognitive structures of Ss before teaching treatmentand after.As a result of the the present research, the hypothesis is supported. And it isfound that the distance from the meaningfulness, might be a reliable measure toverify the change of the cognitive structre.
岩手大学教育学部の論文