The Effects of Lesson Structures in Undergraduate Seminars on Growth in Generic Skills

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  • 学部ゼミナールの授業構成が学生の汎用的技能の成長実感に与える影響
  • ガクブ ゼミナール ノ ジュギョウ コウセイ ガ ガクセイ ノ ハンヨウテキ ギノウ ノ セイチョウ ジッカン ニ アタエル エイキョウ

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Abstract

The purpose of this study is to investigate the effects of lesson structures on growth in generic skills in undergraduate seminars for second, third, and fourth year students. In this study, we conducted a survey using two questionnaire forms. One is for teachers on the basis of five features: understanding learners' characteristics, setting educational goals, setting learning goals, performing learning activities, and teachers' instruction. The other is for students on the basis of two features: motivations for learning, and growth in generic skills. The results of multilevel covariance structure analysis indicate that the following three approaches influence growth in students' generic skills by generating motivation: (1) teachers who understand students' psychological attributes value their acquiring expertise through seminars; (2) teachers who understand students' circumstances emphasize providing seminars as a platform for interaction between them and students; and finally, (3) they actively introduce discussion and support for learning tasks.

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