Designing Group Activities for Deep Learning : Circumventing the Thinking /Activity Disjunction

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  • 深い学びに寄与するグループ活動のデザイン : 思考と活動の乖離を乗り越えるために
  • フカイ マナビ ニ キヨ スル グループ カツドウ ノ デザイン : シコウ ト カツドウ ノ カイリ オ ノリコエル タメニ

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Abstract

A recent revision of curriculum and teaching guidelines in Japan recommends that “subjective and interactive deep learning” be included in the secondary education curriculum. However, the synonymous concept of active learning has already been deployed in the university education system, and new problems such as thinking/activity disjunctions and non-participation have emerged in the classroom as a result. Nonetheless, active learning will be used in most secondary education classes in the near future, and deep learning will not be acquired if it is merely adopted as a formality. In order to effectively introduce active learning as an educational methodology, it is mandatory to also carefully analyze the outcomes of previous research. In the present study, we focus on group activities in secondary education, and how they compare to the educational activities at universities, particularly looking at study activity designs that allow deep learning. We have specifically looked at how the learning approach of a student can be transformed by introducing a unit/group/individual design (Mori 2016) into the field of secondary education. This approach has already been shown to be valuable in the field of university education.

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