The Effect of a Learning Process Model for Children to be Independent, Interactive and Deep Learning in Social Studies

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  • 小学校社会科における児童が主体的・対話的で深い学びの実現に向けた学習過程モデルの効果
  • ショウガッコウ シャカイカ ニ オケル ジドウ ガ シュタイテキ ・ タイワテキ デ フカイ マナビ ノ ジツゲン ニ ムケタ ガクシュウ カテイ モデル ノ コウカ

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Abstract

In this study, a learning process model, which promotes mastering historical knowledge and cultivating the ability to utilize information, was developed. For the purpose, the model was implemented through a year in six historical units in grade six. Students were engaged in producing a series of leaflets at the end of each unit. Three kinds of surveys were conducted to examine the effect of the model. The first was the comparison of standardized unit tests between experimental group and control group. The second was about the change in the appearance rate of important words and phrases posed at the beginning of each unit in the leaflets. The last was about the change in the rubric assessment of children explanations in each unit. The results indicates that the implementation of the model seemed to be able to enhance children understanding of the subject matters and the ability to collect, organize, analyze, express, and create information.

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