2021 Volume 63 Issue 1 Pages 41-53
We propose a learning approach in which the conception and design (C&D) are repeated twice; we tested its usefulness for problem-solving learning during programming of measurement and control in junior high school, in order to make the identified problems solvable. We compared C&D learning that occurs once with C&D learning that occurs twice via the webbing map, and clarified how the impact of learning is enhanced by repeating C&D learning twice. We also explored how students' 5W2H changed between the first and second sessions of the two C&D learning sessions. According to the results, students stressed “why, whom, and when" in the first C&D session; they considered the remaining “where, what, how to do it, and how to do it in the future" in the second C&D session. The outcomes revealed how to instruct students in the introductory and developmental stages of learning.
