{"created":"2023-07-25T10:23:39.290344+00:00","id":3395,"links":{},"metadata":{"_buckets":{"deposit":"c7251b03-8238-4ba8-8476-fdb19fba2949"},"_deposit":{"created_by":3,"id":"3395","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"3395"},"status":"published"},"_oai":{"id":"oai:air.repo.nii.ac.jp:00003395","sets":["605:606:607:1190"]},"author_link":["747","11408","6239","11406"],"item_10002_alternative_title_34":{"attribute_name":"別タイトル","attribute_value_mlt":[{"subitem_alternative_title":"Social interaction characteristics in conversations: A study on succession in a basic biology class for upper secondary school students"}]},"item_10002_biblio_info_36":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"49","bibliographicPageStart":"39","bibliographicVolumeNumber":"41","bibliographic_titles":[{"bibliographic_title":"秋田大学教育文化学部教育実践研究紀要"},{"bibliographic_title":"BULLETIN OF THE CENTER FOR EDUCATIONAL RESEARCH AND PRACTICE FACULTY OF EDUCATION AND HUMAN STUDIES AKITA UNIVERSITY","bibliographic_titleLang":"en"}]}]},"item_10002_description_29":{"attribute_name":"内容記述（抄録）","attribute_value_mlt":[{"subitem_description":"高等学校「生物基礎」の一次遷移の授業を例として，グループでの話し合いの実態を明らかにするためプロトコルとワークシートの記述を分析したところ，活動中の社会的相互作用と学習成果について次のような点を見出した．\n（1）生徒間の社会的相互作用に関して，「先達生徒間相互作用」，「初心者生徒間相互作用」，相互作用不成立の3 つの特徴的なタイプが見られた．\n（2）「先達生徒間相互作用」は，先達生徒のみのグループ内の話し合いの場合，活発で本質的な談話がなされたが，学習目標の達成状況は不十分な場合があった．\n（3）「初心者生徒間相互作用」は，初心者生徒のみのグループ内の話し合いに見出される．有用な情報がある生徒から示された後にその内容の確認が重ねられた場合，顕著な学習成果につながった．一方，活発ではあっても本質的な話し合いの内容が少なく不正確な知識のやり取りにとどまると，顕著な学習成果は見られなかった．他に，認知的徒弟制と類似したピア・ラーニングが見られた．\n（4）先達生徒と初心者生徒の混合グループでは，先達生徒同士間の相互作用が見られるが，初心者生徒は相互作用にほとんど関わらなかった．\n（5）話し合いが不活発で相互作用がほとんど成立しないグループがあった．\n以上の点をもとに，グループ内での話し合い活動で学習成果を高めるための視点を示した．\nThis study aimed to determine the perspectives on promoting cooperative study in a science class. The authors taught upper secondary school students a lesson in the primary succession of vegetation and analyzed the protocols of the conversations of nine student groups. One group hardly interacted with one another during the conversation. We found that the social interaction in other groups could be classified into three types: interaction among pioneer students, interaction among pioneer and developing students and interaction among developing students. For interaction among pioneer/developing students, it was observed that participants could gain a deeper understanding of the primary succession process by mentioning more words during conversation. Finally, we concluded that class conversations will be more fruitful when teachers divide the students into groups consisting of pioneer and developing students.","subitem_description_type":"Other"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.20569/00003754","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_30":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"秋田大学教育文化学部附属教育実践研究支援センター"}]},"item_10002_source_id_27":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2432-8871","subitem_source_identifier_type":"ISSN"}]},"item_10002_source_id_35":{"attribute_name":"NCID","attribute_value_mlt":[{"subitem_source_identifier":"AA12777702","subitem_source_identifier_type":"NCID"}]},"item_10002_version_type_37":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"三浦, 益子"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"川村, 教一"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"MIURA, Masuko","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"KAWAMURA, Norihito","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2019-05-09"}],"displaytype":"detail","filename":"jis41(39).pdf","filesize":[{"value":"2.9 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"jis41(39).pdf","url":"https://air.repo.nii.ac.jp/record/3395/files/jis41(39).pdf"},"version_id":"ffff5971-cc8e-4b69-8b4b-30664df5db72"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"高等学校","subitem_subject_scheme":"Other"},{"subitem_subject":"理科","subitem_subject_scheme":"Other"},{"subitem_subject":"ピア・ラーニング","subitem_subject_scheme":"Other"},{"subitem_subject":"プロトコル分析","subitem_subject_scheme":"Other"},{"subitem_subject":"社会的相互作用","subitem_subject_scheme":"Other"},{"subitem_subject":"認知的徒弟制","subitem_subject_scheme":"Other"},{"subitem_subject":"high school","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"science class","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"peer learning","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"protocol analysis","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"social interaction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"cognitive apprenticeship","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"話し合いにおける生徒同士の相互作用の特徴：「生物基礎」遷移についての授業例","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"話し合いにおける生徒同士の相互作用の特徴：「生物基礎」遷移についての授業例"}]},"item_type_id":"10002","owner":"3","path":["1190"],"pubdate":{"attribute_name":"公開日","attribute_value":"2019-05-09"},"publish_date":"2019-05-09","publish_status":"0","recid":"3395","relation_version_is_last":true,"title":["話し合いにおける生徒同士の相互作用の特徴：「生物基礎」遷移についての授業例"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-07-25T11:21:25.429253+00:00"}