五十嵐威暢アーカイブでのアート体験とテキスト分析を活用したPBL型STEAM教育の実践;The Practice of PBL-style STEAM Education Using Artworks Experiences at the IGARASHI-TAKENOBU-Archive and Text Analysis

type:KIT Progress;Departmental Bulletin Paper

五十嵐威暢アーカイブでのアート体験とテキスト分析を軸にSTEAM教育を取り入れたプロジェクト教育（PBL）を実践した事例を報告する。本PBLでは学生たちが芸術作品から得た「何か」の仮説を基にテキスト分析を行い，検証結果を報告する一連のプロセスを通じて，STEAM教育を実践した。まず，第一期五十嵐威暢アーカイブ（2023年11月1日から2024年4月30日）を体験した学生の印象に残った芸術作品2作品についての作文を収集した。次に，収集した作文を題材に工学技術について学生が実践的に取り組み学修を行った。最後に，自由な発想のもとで学生自身が仮説を立て，科学的プロセスに基づいて検証・報告を行った。実践後に実施したアンケートの結果，約83%の学生が芸術を取り入れた教育を体験したかどうかという問いに対して肯定的な回答をした。そのためSTEAM教育を取り入れたPBLを実践できたと結論付け，本事例の共有が今後の工学教育に役立つことを期待して報告する。;We report a practice case study of Project Based Learning (PBL) adopting STEAM education with IGARASHI-TAKENOBU-Archive experience and text analysis. In this PBL program, students learn text analysis methods using a hypothesis of “something” they felt from the arts of IGARASHI-TAKENOBU-Archive and are given STEAM education through a series of processes in which they report their verification results. At first, we collected essay about two artworks that students who experienced the first term of the IGARASHI-TAKENOBU-Archive (which was held from November 1, 2023, to April 30, 2024), including the reasons for focusing them, their impressions, and where they would display the artworks if they were to display the artworks at home. Then, using the collected essays as a subject, students practically worked on and learned about mathematics-based engineering techniques such as keyword frequency analysis and co-occurrence analysis. Finally, students formulated their hypotheses based on free thinking, verified the hypotheses and reported based on the scientific process. The survey after the PBL results showed that around 83% of students answered affirmatively to whether they had experienced an education that incorporated the Arts. So, we conclude that the STEAM education is practiced. Thus, we report a practice case study in which PBL incorporates STEAM education, which we expect will be helpful for engineering education.

identifier:20250303015