問題解決能力の育成に学習プロセス設計を使い看護実践能力を高める授業

Abstract

University education has changed from a traditional passive knowledge-acquiring-type to a subjective type, in which each student searches individually for information, and organizes and uses the knowledge obtained to purpose. I have for a long time been engaged in the type of education that enables each student to express his or her own thoughts. In the present study, I have relied on a particular way of coping with individual differences by having students express their process of problem solution. This approach was based on my desire to change the lessons, from a lecturing style to a participation-type of lesson in which each student participates subjectively. For this purpose, I employed a method of facilitating information use via the knowledge-structuring technique known as "structural modeling, " which is claimed to deal with problem-solving ability. It is a tree-type system in which a concept is placed structurally on the "path of problems" to create "a knowledge network." As a result, differences in the degree of achievement were observed for each "creating problems" path, however, there were notable differences between students due to the amount of basic knowledge and the ability to determine the internalization of symptoms.