2003 Volume 27 Issue 1 Pages 11-21
In a lesson improvement, it is very important to grasp a student's understanding change. Previously, by analyzing the "study chart" freely described by the student, Tsukamoto and others performed response analysis of a student's understanding change, and showed one direction to the lesson improvement. However, since analyzing a student response had many required time and labors for the teacher or the researcher, it was difficult to apply to an everyday lesson improvement. This research shows the method of the collection and analysis of the student response for a lesson improvement by studying the meaning of a student response. The effect was evaluated in the class of information science and clarified. Four categories of a student response existed on the rational and the irrational mental function, and the researcher was able to make the lesson improvement by looking down at this balance. In addition, it became clear that collecting student responses leads to the learning improvement by the student.
