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インド後期中等教育における理科授業の横断的考察 : 教師の発問とその学習論に着目して <原著論文>
https://doi.org/10.15027/36791
https://doi.org/10.15027/3679117b67984-6a8e-4e77-9212-f79971800941
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JIDC_21_9.pdf (987.3 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | インド後期中等教育における理科授業の横断的考察 : 教師の発問とその学習論に着目して <原著論文> | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Lateral Study on Upper Secondary Science Lesson in India : With a Focus on Teacher’s Question and Learning Theory <Article> | |||||||||
| 言語 | en | |||||||||
| 作成者 |
高橋, 大海
× 高橋, 大海
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | The description such as “Teacher-centered lesson" or “Knowledge transmission type lesson" could be seen in the context of science and mathematics education in developing countries. How (method) and who (actor) will be able to improve those lessons? This is the main motive in that field. Along with that, researches on revealing the aspect of lesson with lesson analysis have been done. Nevertheless it is still necessary to approach the issue beyond the aspect of lesson in order to change aforementioned lessons intrinsically. This study aims to uncover the aspects of science lesson in India, and to identify the issue forming teacher’s learning theory behind the lesson by applying positivism and constructivism based on the view of knowledge. Survey was conducted on 10 science lessons in upper secondary schools in Darjeeling district, West Bengal state, India. The result of this study shows that the observed 9 science lessons were composed by teacher-oriented question whereas student-oriented question was less appeared. In addition, extracted teacher’s perspective toward the purpose of question was dominated by confirmation of the student understanding. Those results imply that the science lessons seemed to be on the view of positivism and this suggests that the issues which makes lesson as it is might be teacher’s belief or value in terms of teaching and learning, the student’s behavior based on his/her belief or value in terms of learning, and even the school environment. The challenge for future research should focus on revealing those factors bilaterally. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学大学院国際協力研究科 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/36791 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1341-0903 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10482914 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 9 | |||||||||
| 書誌情報 |
国際協力研究誌 Journal of International Development and Cooperation 巻 21, p. 9-16, 発行日 2015-03 |
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| 旧ID | 36791 | |||||||||
| 備考 | 誤記訂正のため、最終ページに正誤表を追加。（2020年11月19日） | |||||||||
