学習に対する生徒のアプローチと概念構築の枠組みの比較
Mark A McDaniel1, Christopher M Wally1, Regina F Frey2
1Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Washington University in St. Louis, St. Louis, MO 63130, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
まとめ
この研究は,認知科学との直接的な関連性を見出さなかった.
科学分野:
- 認知科学
- 教育心理学
- 学習科学
背景:
- 学習は表面的か深層的に概念化されます.
- 認知科学は概念構築タスク (例示/抽象) を用いる.
- 教育は自己報告調査 (表面/深層アプローチ) を用いる.
研究 の 目的:
- 学習アプローチの評価のための認知科学と教育の枠組みを直接比較する.
- 模範学習/抽象学習と表面学習/深層学習のアプローチの間のリンクを調査する.
主な方法:
- 2つの研究が行われました.
- M-ASSISTとR-SPQ-2Fからの自己報告データが収集されました.
- コンピュータベースの機能学習タスクから客観的な分類が得られました.
主要な成果:
- 模範的な学習と表面的なアプローチの間の有意なリンクは見つかりませんでした.
- 抽象的な学習と深層的なアプローチの間の重要なリンクは見つかりませんでした.
- 2つのフレームワークの間の直接的な比較は,ゼロの結果をもたらしました.
結論:
- 表面学習と深層学習を評価する現在の枠組みは 経験的に一致しないかもしれません
- 学生のメタコグニション,測定の不正確さ,またはコンテンツの依存性は不一致を説明する可能性があります.
- 将来の研究は,これらの異なる評価アプローチを調和させることに重点を置くべきです.
キーワード:
修飾されたアプローチと学習スキルインベントリ (M-ASSIST)改訂された研究プロセスアンケート (R-SPQ-2F)抽象学習者コンセプト構築深いアプローチ模範的な学習者機能学習学習に対する生徒のアプローチ表面への接近さらに関連する動画
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