書誌事項
- タイトル別名
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- Attitude of Children with Poor Working Memory and Teachers’ Revoicing in Classroom Discussion
- ジドウ オ チュウシン ト シタ ハナシアイ ガタ ジュギョウ ニ オケル ワーキングメモリ ノ チイサイ ジドウ ノ ジュギョウ タイド ト キョウシ ノ リヴォイシング
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抄録
In this study we examined the relationship between the attitude of children with poor working memory and the characteristics of teachers’ revoicing in mathematics classroom discussion. Three children with poor working memory and three children with average working memory were selected from each of two fourth-year classes by computer-based working memory assessment, and observed in mathematics classes by two teachers using different discussion-centered approaches. The classes were also videotaped and teachers’ and childrens’ utterances were transcribed. The following were the main results: In classes with one teacher (T1), the children with poor working memory listened carefully to the teacher’s explanation and classmates’ opinions at the same rates as the children with average working memory did, whereas in classes by the other teacher (T2), the children with poor working memory did not listen to the teacher’s explanation and classmates’ opinions as carefully as the children with average working memory did. When teachers’ utterances were analyzed, T1 used more revoicing than T2 did. It is suggested that the teacher’s revoicing helped children with poor working memory understand and follow the discussion in mathematics class.
収録刊行物
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- 科学教育研究
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科学教育研究 38 (2), 97-106, 2014
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390001205750724608
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- NII論文ID
- 110009818455
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 025601673
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可