Lesson Structure in Undergraduate Seminars

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  • 教員による学部ゼミナールの授業構成 : 学生の特性把握・目標の設定・活動と指導
  • キョウイン ニ ヨル ガクブ ゼミナール ノ ジュギョウ コウセイ : ガクセイ ノ トクセイ ハアク ・ モクヒョウ ノ セッテイ ・ カツドウ ト シドウ

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This study investigates the lesson structure in undergraduate seminars for second-, third-, and fourth-year students on the basis of five features: understanding learners’ characteristics, setting educational goals, setting learning goals, performing learning activities, and teachers’ instruction. We surveyed 600 teachers, of whom 125 completed the questionnaire. First, we analyzed the data using exploratory factor analysis. The results suggested that teachers are aware about which seminars serve as a platform for interaction for them and students as well as a means of professional education, and they recognize the seminars’ value that exceeds at improving students’ expertise. Next, we analyzed the factors affecting the lesson structure: academic discipline, teaching experience, targeted grades of seminars, and seminar size. The results of the analysis of variance showed that (a) humanities teachers more strongly emphasize knowledge transmission than do social sciences teachers, (b) teachers with greater teaching experience value acquiring expertise through seminars, (c) students’ presentations and teacher’s support for learning tasks are more highly rated in seminars for fourth-year students, and (d) the seminars’ size and the amount of collaborative work in groups and discussions among a teacher and students are directly proportional.



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