@article{oai:nagoya.repo.nii.ac.jp:00001707,
 author = {出口, 拓彦 and DEGUCHI, Takuhiko and 三島, 浩路 and MISHlMA, Kouji and 吉田, 俊和 and YOSHIDA, Toshikazu},
 journal = {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},
 month = {Dec},
 note = {The present study investigated the effects of instruction for small group learning on children's interaction and cognition of the outcomes. Twenty-nine children in grade 5 and their teacher were participated in the study. The questionnaire for the teacher included ratings of children's academic ability in social studies, while the questionnaire for the children covered the cognition of the outcomes. Furthermore, children's interaction were observed during social studies class. After pre-measurements of cognition and interaction, instruction of small group learning was put into practice by the teacher, and post-measurement was carried out. In order to determine if there were any effects of the instruction, mixed-design ANOVA (pre or post - lesson X academic ability) was conducted. The results showed that only high ability children obtained the effects of the instruction, while on the other hand, the low ability children hardly gained any effects., 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 = {31--46},
 title = {グループ学習の仕方に関する授業の実践的研究},
 volume = {49},
 year = {2002}
}