類題作成経験が類推的問題解決に与える効果 Facilitation of Analogical Transfer by Posing an Analogous Problem for Oneself

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本研究は, 類題作成経験が類推的問題解決に与える影響について, 短大, 大学生と大学院生らを対象に検討した。実験1(n=36)では, 放射線課題の同型問題を用いて検討を行った結果, 事例の学習の際に類題作成活動を行った群は, 統制群と比較して問題解決成績が高かった。実験2(n=76)では, 割合文章題を用いて検討した結果, 類題作成群は同様に問題解決成績が高かった。また, 複数の事例を提示した類題提示群と比較しても成績が高かった。以上から, 類題作成経験は, 問題解決を促進する効果的な教授介入方法であることが示された。また, あらかじめ作成された類題を吟味することではなく, 主体的に類題を作成することが重要であることが示された。最後に, これまでの認知研究をふまえ, 類題作成活動の認知プロセスが議論された。

The present study examined the influence on analogical problem solving of posing a problem for oneself. In Experiment 1, 2 convergence problems isomorphic to Duncker's radiation problem were utilized. A total of 36 junior college, university, and graduate students participated. After solving a base problem, participants in the problem-posing group were required to pose an analogous problem for themselves. Subsequently, these participants solved a target problem better than did those in a control group with no intervening problem-posing. In Experiment 2, ratio word problems that were isomorphic to each other were prepared. Participants, 76 junior college, university, and graduate students, were divided into 3 groups. Participants in the problem-posing group solved a target problem better not only than the control group, as was found in Experiment 1, but also than a presentation group that had been presented an additional isomorphic problem after they had solved the base problem. These results suggest that posing a problem for oneself is an effective teaching method to promote problem solving. Moreover, self-generated problems were found to be more effective than prepared isomorphic problems.

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各種コード

  • NII論文ID(NAID)
    110001900224
  • NII書誌ID(NCID)
    AN00345837
  • 本文言語コード
    JPN
  • 資料種別
    Journal Article
  • ISSN
    00215015
  • NDL 記事登録ID
    7462526
  • NDL 雑誌分類
    ZF1(教育)
  • NDL 請求記号
    Z7-182
  • データ提供元
    NDL  NII-ELS  IR 
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