Do Instruction to Students to Identify their own Experiences with the Contents of the Lecture Form their Ability to Keep Learning for themselves.

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  • 知識と経験との重ね合わせを推奨する講義は,学生の"学び続ける力"の形成に寄与するか
  • チシキ ト ケイケン ト ノ カサネアワセ オ スイショウ スル コウギ ワ,ガクセイ ノ"マナビ ツズケル チカラ"ノ ケイセイ ニ キヨ スル カ

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The ability to "keep learning for ourselves" is one of the most desired qualities young teachers should develop. Unfortunately, many teachers in Japan have not focused on developing this ability. The ability to "keep learning for ourselves" is based not only on epistemological beliefs, but also on the capacity to be inquisitive and generate meaningful questions. In order to develop this ability in students who wish to become teachers in the future, we examined the influence of instructing students to identify their own experiences with the contents of the lecture on their epistemological beliefs and questioning in our first semester university classes. For the purpose of this study we prepared two conditions: identifying and control conditions. Results revealed that students in the identifying condition asked more questions. The amount of pleasure students felt during the lecture varied conditionally, however the scores regarding epistemology did not vary. These findings suggest that through the identification process, students notice many new things, feel pleasure in the perception, and ask more questions to confirm their accuracy. However, the students' new awareness does not go far enough to change their epistemological beliefs.

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