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- 坂本 雄士
- 名古屋大学大学院教育発達科学研究科:愛知県岡崎市立矢作東小学校
書誌事項
- タイトル別名
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- Longitudinal Analysis of the Number of Metacognitive Strategies of Pupils Learning Multiplication Tables : Utilizing the Measuring Tools of Metacognitive Strategies in Teaching Arithmetic in the Early Elementary Grades
- クク ノ ガクシュウ バメン ニ オケル メタ ニンチテキ ホウリャクリョウ ノ ケイジテキ ナ ヘンカ : ショウガッコウ テイガクネン ノ サンスウ シドウ ニ オケル メタ ニンチテキ ホウリャク ソクテイ ヨウグ ノ リヨウ
この論文をさがす
抄録
The following findings resulted from continuous measurements of the number of metacognitive strategies of pupils learning multiplication tables by using a metacognitive strategy measurement tool in the second grade of elementary school (Sakamoto, 2010). 1) There is a tendency for the number of metacognitive strategies to decrease with time. 2) Pupils who do not use metacognitive strategies from the beginning still show the tendency of not using them with the passage of time. 3) In the context of problem solving associated with memory, pupils gradually show a tendency of not using the metacognitive strategy related to control and planning with the passage of time, but they use a metacognitive strategy related to monitoring continuously. Thus, it is suggested that it is educationally significant to periodically measure the number of metacognitive strategies.
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 35 (4), 300-307, 2011
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
- 1390282680727061760
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- NII論文ID
- 110008913798
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 023469915
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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