{"created":"2023-05-15T14:42:17.679282+00:00","id":2517,"links":{},"metadata":{"_buckets":{"deposit":"e1ccc332-00a1-40d5-9f85-20d887279544"},"_deposit":{"created_by":11,"id":"2517","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2517"},"status":"published"},"_oai":{"id":"oai:ksu.repo.nii.ac.jp:00002517","sets":["14:11:178"]},"author_link":["22307","22047"],"control_number":"2517","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"86","bibliographicPageStart":"43","bibliographicVolumeNumber":"12","bibliographic_titles":[{"bibliographic_title":"京都産業大学教職研究紀要"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本論文では「ハテナソン」が実験授業への学習者の主体的な取り組みを促す新しい手法として有効であることを、京都産業大学総合生命科学部の2つの実験科目における実践記録と検証結果をもとに紹介する。ハテナソンは「一人ひとりの発想が尊重される民主的な環境のもとで、課題や疑問を言語化し共有する学び」のことで、疑問や質問をあらわす「はてな（？）」とマラソンを組み合わせた造語である。筆者たちは、生命システム学科2年次生対象の「生物学実験」では実験の前に、生命資源環境学科3年次生対象の「生命資源環境学実験・演習Ⅱ」では実験の後に、それぞれハテナソン授業をおこなった。そして前者では、学習者が実験目的や仮説の検証方法、実験原理などを意識しながら実験や事後学習に取り組めたのかを、後者では、学習者が実験原理について正確に理解し、実験結果の考察を深められたのかを、それぞれレポートや筆記試験の結果等により検証した。ハテナソン授業自体の学習・教育効果についても質問紙調査をもとに検証した。これらを総括し、最後に中等教育における理科実験授業へのハテナソン導入の意義や将来性を考察し、提案したい。","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"京都産業大学教職課程教育センター"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12134677","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1883-9509","subitem_source_identifier_type":"PISSN"}]},"item_10002_version_type_20":{"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":"木村, 成介","creatorNameLang":"ja"},{"creatorName":"KIMURA, Seisuke","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"佐藤, 賢一","creatorNameLang":"ja"},{"creatorName":"SATO, Kenichi","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":"2017-12-12"}],"displaytype":"detail","filename":"TPRB_12_43.pdf","filesize":[{"value":"2.3 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"TPRB_12_43.pdf","url":"https://ksu.repo.nii.ac.jp/record/2517/files/TPRB_12_43.pdf"},"version_id":"f0150823-3d4a-4539-8628-e6dfc818ac1b"}]},"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":"自ら問い、自ら考えるハテナソンによる実験授業の活性化と学びの深化","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"自ら問い、自ら考えるハテナソンによる実験授業の活性化と学びの深化","subitem_title_language":"ja"},{"subitem_title":"Applying “Hatenathon” to Laboratory Classes : Its Implementations and Outcomes","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"11","path":["178"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-12-12"},"publish_date":"2017-12-12","publish_status":"0","recid":"2517","relation_version_is_last":true,"title":["自ら問い、自ら考えるハテナソンによる実験授業の活性化と学びの深化"],"weko_creator_id":"11","weko_shared_id":-1},"updated":"2023-08-23T07:10:31.691583+00:00"}