メタ認知開発に焦点を当てたコミュニケーション活動の改善 : 慣性に関する課題を例にして

抄録

The purpose of this study was to develop new communication activities that focused on metacognitive development, and to make clear how these activities impact on student understanding, achievement, communication, motivation and participation. Eighteen undergraduate students at a public university were divided into six groups of three each. Students learned about "Inertia" in groups by using a worksheet and utilizing role exchanges, such as explainer, questioner, and checker. Students' contributions to group activities were transcribed and classified into13categories and were compared before and after the activities. The understanding gained through the activities by each group was evaluated by using a pre-test and a post-test. As a result of this research, the following three points became clear : 1) There were significant differences between the pre-test score and the post-test score, and almost all students understood what the most important point of this topic was. However, effective group communication did not always lead to correct answers. 2) During and after the activities, there was a significant increase in the level and quality of students' communication. Moreover, students realized the importance of reflection on their activities, leading to the conclusion that the activities promoted the development of metacognition. 3) There were significant increases in students' motivation and participation between before and after the activities. This result is subject to a similar qualification as in 1) above : improvement in motivation and participation did not always foster objectivity in communication.