高専物理におけるアクティブ・ラーニングの実践例と課題

抄録

After re-employment at the college from 2015, I tried to change the lesson-style from passive learning of students to teaching each other in the group how to solve problems. So as to compensate for the drawback of lack of lesson hours, I also carried out flipped classroom at the same time. As a result, the average point of the regular exams was increased by about 20 points, and student's motivation for learning increased. From 2016, in order to deepen the conceptual understanding, I also introduced peer instructions in the lessons. After all, student's understanding deepened, but at the same time the problem of how to activate the group discussion became clear. Every time I told the students to write a "reflection card" at the end of the lesson, that was an important mechanism for me to know the students' understanding of the lesson.