||課題協学科目による初年次学生の動機づけと学習観への影響 : 1つの授業実践の事例から
Impact on first-year students' motivation and conception of learning by the class of interdisciplinary collaborative learning of social issues in Kyushu University : A case study of cooperative learning classroom practice
46 , 2017-03-28 , 九州大学基幹教育院
The purpose of the study was to investigate the impact on first-year students' motivation and conception of learning by the class of Interdisciplinary Collaborative Learning of Social Issues in Kyushu University. The feature of this class were short-term (1term is 4weeks and the class has 3terms), problem-based learning (PBL) inclusing group work and personal practice, and a compulsory course for all of the fist-grade students. In this work, we focused on the impact made by the class in first term. The results of the voluntary learning motivation scale and text-mining analysis concerning learning beliefs clarified that learning motivations about perceived competence and cooperative activity improved and it also led to positive learning behaviors. These results show that this class as first year experience impacts first-year students as they study active learning strategies within a few months after joining the university.