@article{oai:nagoya.repo.nii.ac.jp:00001493, author = {速水, 敏彦 and Hayamizu, Toshihiko and 斉藤, 眞子 and Saito, Masako and 山田, 孝 and Yamada, Takashi}, journal = {名古屋大學教育學部紀要. 心理学}, month = {Dec}, note = {Recently, the committee of the educational authorities is taking notice of a new school subject, integrated learning (sogotekinagakusyu). As a kind of integrated learning, integrated human science has been being taught in the affiliated upper and lower secondary school of Nagoya University since 1995. Although we reported about usefulness of learning integrated human science last year, we attempted to verify the consistency of the result over one year, using different subjects. Concerning the content of the questionnaire, the points which were different from the previous study were as follows : (1) three new items representing usefulness of learning integrated human science were added to 43 original items; (2) students were asked in an open-ended questionnaire what usefulness they noticed in learning integrated human science except usefulness that they had showed in 46 items; (3) another open-ended question requested them to describe how motivation of learning integrated human science would be generalized. Roughly speaking, the present result had strong resemblance to the previous ones. However, some differences were shown between two researches. In this study, five factors of usefulness were found by a factor analysis unlike two factors shown in the previous study. Of these, the most important factor meant usefulness for development of self-learning ability. In other words, students inferred that taking a class of integrated human science would bring up their learning ability. Besides, usefulness for forming concerns with society and government and usefulness for raising interpersonal skill were found. Concerning the other two factors, however, we could not interpret clearly. From two open-ended questions, it was revealed that students thought they became to be able to communicate easily with even unknown persons because students had accumulated a lot of experiences to contact with those in the field study. Also, it was described that they began to work as volunteers and to pay attention to environmental issues after learning integrated human science., 国立情報学研究所で電子化したコンテンツを使用している。}, pages = {83--94}, title = {総合人間科はどのように役立つか(2)}, volume = {45}, year = {1998} }