<論文>高大連携型教育を用いた探究学習に関する実践的研究 --探究学習に対する生徒のイメージやスキルに影響を及ぼす要因--

Abstract

This comparative study on inquiry-based learning aimed to investigate students' perceptions about inquiry-based learning, to self-assess the skills they require for this form of learning, and to identify the possible challenges. Two high schools were identified for collaborating on projects with Kyoto Koka Women's University (a) Toryo High School and (b) Hokuryo High School. Here are our findings. First, in both high schools, students' perceptions about inquiry-based learning improved as they advanced in grade. In Hokuryo High School, particularly, where students' voluntary action was encouraged in team-based inquiry learning (by setting a hurdle), their perceptions about inquiry-based learning were largely negative in the second year, but became positive in the third year (t=12.28, p<0.001). On the contrary, in Toryo High School, where students were actively encouraged to gain knowledge through site visits and lectures, their perceptions toward this form of learning were neutral to positive in the second year and onward. Second, while Hokuryo High School students continued inquiry-based learning in their third year, students at Toryo High School, which requires third-year students to shift to individual learning and write a graduation thesis, responded that they prefer an individual approach rather than a team-based one to inquiry learning(t=3.10, p<0.01). The current challenge in Toryo High School is to establish a curriculum that elicits students' willingness to take initiative (which is a hurdle for students) to enhance their motivation to learn and gain confidence. In Hokuryo High School, the challenge is to continue to develop a support system that could mitigate the low level of motivation among students in the second year for inquiry-based learning.