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児童の概念変容を促す算数科授業の開発研究 : 認知的葛藤の生起と解消に焦点をあてて A Developmental Study on Mathematics Classes to Promote Children's Conceptual Change: Focusing on The Evoking and Resolving Cognitive Conflict 村上, 良太 MURAKAMI, Ryouta 村上 MURAKAMI 良太 Ryouta open access Copyright (c) 2019 教職開発講座 Cognitiye Conflict Conceptual Change Learning process model 認知的葛藤 概念変容 学習過程モデル The main purpose of this study is to clarify a guiding principle for guaranteeing chances of evoking and resolving cognitive conflict on mathematics classes. The hypothesis of this study is when a chance of evoking and resolving cognitive conflict is guaranteed, children will reorganize the concept they have already had and make them change to a more objective. scientific one. This paper analyzes the effectiveness of the learning process model for guaranteeing chances of evoking and resolving cognitive conflict through experiment classes. Subjects of survey were sixth graders of an elementary school. A teaching of a unit study of 3 hours was performed. The problems chosen as learning materials for investigation were the ones of "understanding of the concept of the ratio" from the National Assessment of Academic Ability. As a result of pre-post assessment of performance and investigation problems, the effectiveness of the learning process model was significant. and it was improved by the individual analysis of subject children. 広島大学大学院教育学研究科 教職開発講座 2019-03-15 jpn departmental bulletin paper VoR https://doi.org/10.15027/50662 https://hiroshima.repo.nii.ac.jp/records/2018470 10.15027/50662 2433-8664 AA12860624 教職開発研究 Journal of Professional Development for Teachers and School Leaders 2 57 57 66 https://hiroshima.repo.nii.ac.jp/record/2018470/files/JPDTSL_2_57.pdf 4.1 MB