<Article>A Practical Study on Inquiry-based Learning in University-High School Collaborations Factors Affecting Students' Skills and Perceptions about Inquiry-based Learning
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- TAKANO Hiroki
- 京都光華女子大学キャリア形成学部准教授
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- MATSUBARA Hisashi
- 京都府立北稜高等学校教諭
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- KASUNO Joji
- 京都府立東稜高等学校教諭
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- INUI Akinori
- 京都光華女子大学キャリア形成学部准教授
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- KUBO Tomomi
- きょうとNPOセンター・龍谷大学地域公共人材-政策開発リサーチセンター博士研究員
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- SUGIOKA Hidenori
- 福知山公立大学地域経営学部准教授
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- SATO Tatsuya
- 立命館大学総合心理学部総合心理学科教授
Bibliographic Information
- Other Title
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- <論文>高大連携型教育を用いた探究学習に関する実践的研究 --探究学習に対する生徒のイメージやスキルに影響を及ぼす要因--
- 高大連携型教育を用いた探究学習に関する実践的研究 : 探究学習に対する生徒のイメージやスキルに影響を及ぼす要因
- コウダイ レンケイガタ キョウイク オ モチイタ タンキュウ ガクシュウ ニ カンスル ジッセンテキ ケンキュウ : タンキュウ ガクシュウ ニ タイスル セイト ノ イメージ ヤ スキル ニ エイキョウ オ オヨボス ヨウイン
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Abstract
This comparative study on inquiry-based learning aimed to investigate students' perceptions about inquiry-based learning, to self-assess the skills they require for this form of learning, and to identify the possible challenges. Two high schools were identified for collaborating on projects with Kyoto Koka Women's University (a) Toryo High School and (b) Hokuryo High School. Here are our findings. First, in both high schools, students' perceptions about inquiry-based learning improved as they advanced in grade. In Hokuryo High School, particularly, where students' voluntary action was encouraged in team-based inquiry learning (by setting a hurdle), their perceptions about inquiry-based learning were largely negative in the second year, but became positive in the third year (t=12.28, p<0.001). On the contrary, in Toryo High School, where students were actively encouraged to gain knowledge through site visits and lectures, their perceptions toward this form of learning were neutral to positive in the second year and onward. Second, while Hokuryo High School students continued inquiry-based learning in their third year, students at Toryo High School, which requires third-year students to shift to individual learning and write a graduation thesis, responded that they prefer an individual approach rather than a team-based one to inquiry learning(t=3.10, p<0.01). The current challenge in Toryo High School is to establish a curriculum that elicits students' willingness to take initiative (which is a hurdle for students) to enhance their motivation to learn and gain confidence. In Hokuryo High School, the challenge is to continue to develop a support system that could mitigate the low level of motivation among students in the second year for inquiry-based learning.
Journal
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- 地域連携教育研究
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地域連携教育研究 6 33-49, 2021-01-31
Center for the Promotion of Interdisciplinary Education and Research, Education and Research Unit for Regional Alliances, Kyoto University
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Details 詳細情報について
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- CRID
- 1390290699742622848
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- NII Article ID
- 120006979792
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- NII Book ID
- AA12807257
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- HANDLE
- 2433/261787
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- NDL BIB ID
- 031326927
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- ISSN
- 24332356
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- Text Lang
- ja
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- Data Source
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- JaLC
- IRDB
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Allowed