対話型論証を取り入れた高校の探究学習に関する量的・質的研究 --教科学習と探究学習への取り組み方に着目して--

Abstract

本研究では、従来のSSH・SGHなどの先駆的な実践とは異なる、対話型論証を取り入れた探究学習の事例について量的研究(研究1)と質的研究(研究2)を組み合わせて研究を行った。研究1では、まず、教科学習と探究学習の取り組みへの積極性及び学習への深いアプローチに基づいて、学習者タイプを作成するために、クラスター分析を行った。次に、学習者タイプ間で成果物得点間の差を分析するために一要因の分散分析を行った。その結果、3つの学習者タイプが作成され、3つの学習者タイプ間で統計的に有意な差がみられることが明らかになった。研究2では、研究1で作成された学習者タイプから代表者を抽出し、半構造化インタビュー調査を実施し、タイプごとに探究学習に対する捉え方がどのように異なるのかについて検討した。その結果、「探究学習へ取り組む態度」と「探究学習で学んだ考え方を応用する視点」という2つの観点において、タイプ間で相違がみられた。

This paper presents mixed method research of quantitative research (Study 1) and qualitative research (Study 2) in a case study of inquiry-based learning with dialogical argumentation, which is different from conventional programs, such as Super Science High School (SSH) and Super Global High School (SGH). In Study 1, cluster analysis was conducted to identify learner types based on their engagement in subject and inquiry-based learning and their deep approach to learning. Then, one-factor analysis of variance was conducted to analyze the differences among rubric scores of completed reports between these types. Three learner types were identified, and there were statistically significant differences between them. In Study 2, representative participants were selected from the three learner types in Study 1, and a semi-structured interview survey was conducted to examine the differences in how each learner type recognizes inquiry- based learning differently. The results identified differences between the three types in terms of their attitudes toward inquiry-based learning and in their perspectives on applying the ideas learned through inquiry-based learning in other situations or contexts.