研究論文
理科教育における批判的思考力の育成を目的とした授業実践の効果―国内誌を対象にしたメタ分析の結果を中心として―
2019 年 43 巻 4 号 p. 353-361
詳細
2019 年 43 巻 4 号 p. 353-361
The purpose of this study was to estimate the overall effect of instructional interventions for critical thinking in science education in Japan. We found 11 studies based on 493 participants. Our analysis revealed that (1) an overall estimate of effect size was g=0.29, (2) There was no relationship between the effect size and moderator variables (e.g., grade, subjects, teaching methods).
