リスクに見出される教育的意義:

• 満下 健太

  静岡大学大学院教育学研究科

• 村越 真

  静岡大学教育学部

書誌事項

タイトル別名

• Educational value in risk:
• リスクに見出される教育的意義 : 3相因子分析法による小学校の体育的活動に対するリスク認知と教育的意義の関連の検討
• リスク ニ ミイダサレル キョウイクテキ イギ : 3ソウ インシ ブンセキホウ ニ ヨル ショウガッコウ ノ タイイクテキ カツドウ ニ タイスル リスク ニンチ ト キョウイクテキ イギ ノ カンレン ノ ケントウ
• A psychometric study of the relationship between risk perception for physical activities in elementary school and educational value using three-mode factor analysis
• 3相因子分析法による小学校の体育的活動に対するリスク認知と教育的意義の関連の検討

抄録

Although emphasis on educational value, which leads to underestimation of risk, is pointed out as one of the factors contributing to incidents in school, this has not been demonstrated. The purpose of the present study was to compare between elementary school teachers and college students attending a teacher training course to assess how emphasis on educational value affects risk perception for physical education activities in elementary schools, and to determine how perception of risk by elementary school teachers affects its estimation. Respondents (75 elementary school teachers and 61 college students attending a teacher training course; total 136) were requested to evaluate 12 physical education activities using 6 rating scales of risk perception (Voluntariness, Knowledge about risk, Control over risk, Common-dread, Severity of consequences, and Chronic-catastrophic) and 3 educational values (Touching, Educational value, and Importance as school activity). As a result of three-mode factor analysis (Tucker, 1966), 3 factors were extracted from both the rating scale mode (Dread, Controllability, Educational value) and the target mode (Overcome activities, Fixed-form activities, Contact activities), and 5 factors were extracted from the individual mode. The core array, which indicates individual tendency, revealed that Educational value was correlated with Dread only in Overcome activities (swimming, endurance running). This was interpreted to indicate that an educational value different from general educational values may be perceived in the Overcome activities. The assessment of educational values differed between the elementary school teachers and the college students in terms of Dread for Contact activities, and in Educational value for all activities and also for Overcome activities. In addition, multiple regression analysis revealed that the interaction effect of Dread and Educational value on elementary school teachers’ risk estimation (the number of fracture accidents per year) was evident only in Overcome activities, which meant that educational value affects risk estimation as a moderating factor. These results indicate that risk estimation for physical education activities becomes more precise with practical experience in education, although a cognitive bias due to Dread and Educational value exists in Overcome activities.

収録刊行物

• 体育学研究

  体育学研究 65 (0), 19-33, 2020

  一般社団法人 日本体育・スポーツ・健康学会

キーワード

• 身体的リスク
• TUCKER3
• リスク推定
• 心理計量パラダイム

詳細情報

• CRID: 1390002184873648768
• NII論文ID: 130007796127
• NII書誌ID: AN00409623
• DOI: 10.5432/jjpehss.19048
• ISSN: 18817718
• ISSN: 04846710
• NDL書誌ID: 031279207
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I031279207
• Web Site: https://www.jstage.jst.go.jp/article/jjpehss/65/0/65_19048/_pdf
• Web Site: https://search.jamas.or.jp/link/ui/2021134665
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用不可