Instructional Design Intended to Support Self-Regulated Learning in Science Classes

• ONOSE Rinya

  Takehaya Lower Secondary School, attached to Tokyo Gakugei University

• MURASAWA Chiharu

  Graduate School of Education, Yokohama National University

• MORIMOTO Shinya

  Faculty of Education and Human Science, Yokohama National University

Bibliographic Information

Other Title

• 理科における自己制御的学習支援に関する研究
• リカ ニ オケル ジコ セイギョテキ ガクシュウ シエン ニ カンスル ケンキュウ

Abstract

In this study, we designed a "Guide for Science Learning" to support the realization of selfregulated learning and verified its effects through science class practice. As a result, its effectiveness was proved based on students' construction process of scientific concepts. In a questionnaire, each item in the "Guide for Science Learning" was evaluated affirmatively. The unit design in this study takes into account the number of classes in the standard curriculum. Therefore, it can become a concrete proposal for classes which use constructivist views of students' cognitive theory.

Journal

• Journal of Research in Science Education

  Journal of Research in Science Education 48 (3), 25-34, 2008-03-19

  Society of Japan Science Teaching

Keywords

• 自己制御的学習
• 理科学習ガイド

Details

• CRID: 1390855522027185664
• NII Article ID: 110006884631
• NII Book ID: AA11406090
• DOI: 10.11639/sjst.kj00005018445
• ISSN: 2187509X
• ISSN: 13452614
• NDL BIB ID: 9436501
• Web Site: http://id.ndl.go.jp/bib/9436501
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I9436501
• Web Site: https://www.jstage.jst.go.jp/article/sjst/48/3/48_KJ00005018445/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed