Departmental Bulletin Paper 教育心理学(半期)の授業効果 : 授業開始時と終了時の重要概念に関する知識の変化

臼井, 博

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本研究は半期の教育心理学の授業効果を検討したものである.2つの教育心理学の授業に参加した学生を対象にして,授業開始時と最終盤の2度の調査によりこれらの授業で共通して扱う重要な教育心理学の概念と心理学者それぞれ11ずつについての既知度を調べた.その結果,すべての事項について有意な増大効果があった.また,初回の既知度は約3か月後の期末試験の成績と有意な相関関係を示した.さらに,授業に対するコメントの提出回数もまた試験の成績と有意なプラスの相関を示した.だが,グリットは試験の成績とはほとんど関係がなかったが,試験を受けた学生は受けなかった学生よりもグリットの得点が高かった.
In this article,we studied the effects of teaching educational psychology courses on the students’subjective awareness of knowing the important technical words and figures which were to be taught in two courses during one semester. At the first class period, we measured the fundamental knowledge about educational psychology in terms of each of eleven key concepts and pilar psychologists, and we administered the same inquiry at the 14th class out of fifteen classes. By comparing the degree of knowledge between the two time period,we found that all of the fundamental knowledge were significantly improved, Therefore, the effects of teaching were confirmed in the sense that the students’feeling of knowing the facts had significantly improved during three months. And, the degree of knowing the fundamental concepts and figures in educational psychology correlated the scores of the term-end test of educational psychology. Still,the number of reporting the comments and questions in the class also positively correlated the test scores. However, grit scores did not relate with the test scores, but the students who had taken examination had higher scores on grit than the students who had quitted this opportunity.
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