Quantitative and Qualitative Analysis of Inquiry-based Learning with Dialogical Argumentation in High School: Focusing on How to Engage Subject Learning and Inquiry-based Learning

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  • TANAKA, Kohei
    日本学術振興会特別研究員; 高等教育学コース博士後期課程1回生

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  • 対話型論証を取り入れた高校の探究学習に関する量的・質的研究 --教科学習と探究学習への取り組み方に着目して--
  • タイワガタ ロンショウ オ トリイレタ コウコウ ノ タンキュウ ガクシュウ ニ カンスル リョウテキ ・ シツテキ ケンキュウ : キョウカ ガクシュウ ト タンキュウ ガクシュウ エ ノ トリ クミカタ ニ チャクモク シテ

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Abstract

This paper presents mixed method research of quantitative research (Study 1) and qualitative research (Study 2) in a case study of inquiry-based learning with dialogical argumentation, which is different from conventional programs, such as Super Science High School (SSH) and Super Global High School (SGH). In Study 1, cluster analysis was conducted to identify learner types based on their engagement in subject and inquiry-based learning and their deep approach to learning. Then, one-factor analysis of variance was conducted to analyze the differences among rubric scores of completed reports between these types. Three learner types were identified, and there were statistically significant differences between them. In Study 2, representative participants were selected from the three learner types in Study 1, and a semi-structured interview survey was conducted to examine the differences in how each learner type recognizes inquiry- based learning differently. The results identified differences between the three types in terms of their attitudes toward inquiry-based learning and in their perspectives on applying the ideas learned through inquiry-based learning in other situations or contexts.

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