事実的社会認識形成型社会科における動機づけによる知識の獲得と再現

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タイトル別名
  • The Role of Motivation in the Acquisition and Reproduction of Knowledge in Studies on the Formation of Factual Social Recognition
  • 事実的社会認識形成型社会科における動機づけによる知識の獲得と再現 : 構築型評価モデルによる子どもの社会認識形成過程の比較考察
  • ジジツテキ シャカイ ニンシキ ケイセイガタ シャカイカ ニ オケル ドウキズケ ニ ヨル チシキ ノ カクトク ト サイゲン : コウチクガタ ヒョウカ モデル ニ ヨル コドモ ノ シャカイ ニンシキ ケイセイ カテイ ノ ヒカク コウサツ
  • ―構築型評価モデルによる子どもの社会認識形成過程の比較考察―
  • A Comparison and Consideration of the Social Recognition Formation Process among Children Using a Constructivist Evaluation Model

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<p>This paper uses a constructivist evaluation model in order to ascertain the forms of learning among children in order to theoretically clarify their social recognition formation process. This process has received attention in one branch of social studies research that holds that the quantitative acquisition of factual knowledge is the primary goal. A social studies class was conducted based on this viewpoint. A test was then administered to measure the extent to which students had acquired and could reproduce actual knowledge. The scores varied widely and could be divided into four levels: upper level (81 to 100 points), mid level 1 (61-80 points), mid level 2 (41 to 60 points), and lower level (0 to 40 points). One student was selected from each level. The recognition formation process of each student was examined and the reasons for the differences in scores were analyzed using a constructivist evaluation model. The analysis revealed that motivating students during the process of acquisition and reproduction of knowledge led to quantitative differences in the acquisition of factual knowledge. Accordingly, measures for strengthening motivation and learning strategies were investigated.</p>

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