九九の学習場面におけるメタ認知的方略量の経時的な変化 : 小学校低学年の算数指導におけるメタ認知的方略測定用具の利用 Longitudinal Analysis of the Number of Metacognitive Strategies of Pupils Learning Multiplication Tables : Utilizing the Measuring Tools of Metacognitive Strategies in Teaching Arithmetic in the Early Elementary Grades

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著者

    • 坂本 雄士 SAKAMOTO Yuushi
    • 名古屋大学大学院教育発達科学研究科:愛知県岡崎市立矢作東小学校 Graduate School of Education and Human Development, Nagoya University:Yahagi-Higashi Elementary School

抄録

The following findings resulted from continuous measurements of the number of metacognitive strategies of pupils learning multiplication tables by using a metacognitive strategy measurement tool in the second grade of elementary school (Sakamoto, 2010). 1) There is a tendency for the number of metacognitive strategies to decrease with time. 2) Pupils who do not use metacognitive strategies from the beginning still show the tendency of not using them with the passage of time. 3) In the context of problem solving associated with memory, pupils gradually show a tendency of not using the metacognitive strategy related to control and planning with the passage of time, but they use a metacognitive strategy related to monitoring continuously. Thus, it is suggested that it is educationally significant to periodically measure the number of metacognitive strategies.

収録刊行物

  • 科学教育研究

    科学教育研究 35(4), 300-307, 2011

    一般社団法人 日本科学教育学会

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各種コード

  • NII論文ID(NAID)
    110008913798
  • NII書誌ID(NCID)
    AN00036978
  • 本文言語コード
    JPN
  • 資料種別
    ART
  • ISSN
    03864553
  • NDL 記事登録ID
    023469915
  • NDL 請求記号
    Z7-1020
  • データ提供元
    CJP書誌  NDL  NII-ELS  J-STAGE 
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