高等学校におけるディベートを活用した統計教育 : 総合的な学習の時間および情報科と連携して

抄録

　　 I conducted a practice of “periods of integrated learning” in upper secondary school students, while taking advantage of the educational effects and positive features of debate-based education. The aim of this practice was to enable the students to gain statistical knowledge. Subsequently I examined the effectiveness of the method. At the same time, I investigated an ideal method by which debate-based statistical education can be made to effectively cooperate with other subjects, such as “information.” The following results can be pointed out. First, debate-based statistical education in upper secondary school students is effective as a method for voluntarily analyzing data from various perspectives. This is based on the game-like feature of debates. In addition, the form that promotes the study involving the points of view and interpretation of statistical data works effectively; it is also closely associated with the examination of different points of view, which is brought about through debates. Second, statistical education through the cooperation between “periods of integrated learning” and other subjects — for example, “information” — can be expected to have the effect of resolving the problems that due to the shortage of class hours as well as the effect of making use of a particular characteristic of each subject. For example, the methods of computer operation fall under the domain of the information course, while concepts such as statistical ideas and representative values fall under the domain of the mathematics course. However, it is important for the two to complement each other in both classes.