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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学
  4. 58

小学校2年生の算数文章問題におけるメタ認知的方略に関する一考察 : メタ認知的方略測定用具の作成

https://doi.org/10.18999/nupsych.58.69
https://doi.org/10.18999/nupsych.58.69
05171808-6554-4e9c-8f46-03327d9bd0a0
名前 / ファイル ライセンス アクション
06_Sakamoto.pdf 06_Sakamoto.pdf (305.9 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2012-03-26
タイトル
タイトル 小学校2年生の算数文章問題におけるメタ認知的方略に関する一考察 : メタ認知的方略測定用具の作成
その他のタイトル
その他のタイトル A Study on Metacognitive Strategies for Word Problem in Second Grade Arithmetic Classes : Development of a metacognitive strategy measurement tool
著者 坂本, 雄士

× 坂本, 雄士

WEKO 86376

坂本, 雄士

Search repository
SAKAMOTO, Yuushi

× SAKAMOTO, Yuushi

WEKO 86377

SAKAMOTO, Yuushi

Search repository
キーワード
主題Scheme Other
主題 second grade
キーワード
主題Scheme Other
主題 word problem
キーワード
主題Scheme Other
主題 metacognitive strategy measurement tool
抄録
内容記述 In this study, a metacognitive strategy measurement tool for word problem in second graders was developed, and the amounts of metacognitive strategies were measured in two groups. In the first group, a teacher showed the solving way of the problem. In the other group, pupils cooperated and sought solving ways by themselves. As a result, there were following findings. 1) In the first group, there is a declining tendency of metacognitive strategy scores related to understanding of problems when taking the same type problems repeatedly. However, this tendency is not observed in the other group. Therefore, to understand the meaning of word problems, it can be better that pupils cooperate and seek solving ways by themselves. 2) It can be mentioned that to take the same type word problems repeatedly has effect pupils to gain insight of solving ways. 3) It can be considered that pupils who seek solving ways by themselves will be able to solve harder problems more than who are taught the solving way by a teacher. These findings obtained by utilizing the metacognitive strategy measurement tool are consistent to experience of well-seasoned teachers. This suggests high validity of measurement using the developed tool.
内容記述タイプ Abstract
出版者
出版者 名古屋大学大学院教育発達科学研究科
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/nupsych.58.69
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 1346-1729
ISSN(Online)
収録物識別子タイプ ISSN
収録物識別子 2434-1258
書誌情報 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学

巻 58, p. 69-76, 発行日 2012-01-18
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