1.
論文(リポジトリ) |
中島, 伸子 ; 木内, 妙子 ; 外山, 紀子
概要:
日本学術振興会科学研究費補助金(基盤研究B)研究課題:病気やケガに関する子どもの理解・表現と大人の対応に関する研究(平成27 年度~29 年度)研究代表者:中島伸子(新潟大学人文社会・教育科学系)研究実施者:亀崎路子(杏林大学保健学部),
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木内妙子(東京工科大学医療保健学部), 住吉智子(新潟大学医歯学系), 外山紀子(早稲田大学人間科学学術院), 中島伸子(新潟大学人文社会・教育科学系), 前田樹海(東京有明医療大学), 向井隆久(別府大学短期大学部), 山下雅子(東京有明医療大学)
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2.
論文(リポジトリ) |
中島, 伸子
概要:
It is said that types of rule revision triggered by counterevidence depend on various factors. The current research examined whether activating a metaknowledge, "theories involving fewer principles and non-ad hoc explanation
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of certain phenomena are better, " promoted revising prior rules into more generalized rules after encountering counterevidence. In Exp.1, it was confirmed that revising prior rules to more generalized knowledge was too difficult, even when a subject had specified knowledge about counterevidence and other instances. In Exp.2, before conducting a rule generation task, above-mentioned metaknowledge was instructed explicitly to experimental group subjects, while not to control group subjects. It was found that subjects of an experimental group, significantly more than a control group, revised to more generalized rules after encountering counterevidence. This finding indicated that using the metaknowledge affected the type of rule revision and promoted revision to more generalized rules. A general discussion found out how this metaknowledge affected processes of rule revision, and its application to education was offered.
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3.
論文(リポジトリ) |
中島, 伸子
概要:
The present study had two purposes. One was to investigate children's and adults' informal knowledge of the earth's shape, especially on how they related the following two knowledges : "observational knowledge (e.g.the ground is
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flat)" and "knowledge from scientific information (e.g.the earth is round)", both conflicting each other. A second purpose was to examine effects of instructions invented by the author on changes from inadequate into adequate knowledges. The results of Exp. I and II-A : showed that contrary to results of previous researches there were many children (Kindergarteners, 1st, 3rd-, 5th-grades) who couldnot relate two conflicting knowledges at all. Although getting older made more people able to relate them correctly if needed, for a long time they considered them as distinct. The results of Exp. II-B showed that in order for children to correctly relate these knowledges, it was necessary to instruct them explicitly on how to properly relate them, while clearly indicating the conflict between both knowledges.
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4.
論文(リポジトリ) |
中島, 伸子 ; Nakashima, Nobuko ; 倉石, 智幸 ; Kuraishi, Tomoyuki ; 水瀬, 正大 ; Mizuse, Masahiro ; 笠原, 知明 ; Kasahara, Tomoaki
概要:
本研究では,新潟大学附属長岡校園主催のオンラインによる幼保小連携接続研修会に着目し,研修会としての特徴を明確化した上で,参加者である小学校教員,保育者の学びの内容を明らかにすることを目的とした。本研修は(1)保育と小学校授業,両者についての
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研修内容から構成されること,(2)研修動画視聴やグループトーク(協議会)を中心に構成されること,(3)多様な校園種や教育施設(保幼こ小中,行政関係者)所属の参加者同士のかかわりがあったこと,の3点が主要な特徴であった。小学校入学直後および幼児期の子どもの学びや育ちの様子や,指導の在り方等について質問し,回答を分析したところ,「子どもの育ちの連続性やそれを踏まえた指導・取り組み」「子ども中心の指導や遊び・環境を通した教育」「相互理解・他校園種理解」「話し合い・情報交換・情報共有」についての学びが比較的多い傾向が示唆された。さらに,文部科学省初等中等教育局教育課程課・幼児教育課(2019)が掲げた「接続をすすめるために必要なこと」3点(①教育の特性を互いに理解すること,②連携,接続体制を作ること,③教職員が意識的に幼小接続に取り組むこと)の促進につながりうる学びの生起が示唆された。本研究のどのような特徴が参加者の学びに関連するかの検討は今後の課題であるが,コロナ禍の工夫の一つとしてなされたオンライン研修会において,連携接続推進のための意識を醸成しうることを示した点は意義深い。
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5.
論文(リポジトリ) |
中島, 伸子 ; 稲垣, 佳世子
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6.
論文(リポジトリ) |
中島, 伸子 ; 田中, 優理
概要:
Previous studies have shown that young children are overall more optimistic than older children and adults in that they
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believe negative physical and psychological traits can change in an extremely positive direction through maturity or increased age. We call this type of optimism” naive optimism”. In a series of two studies of 74 Japanese participants from four age groups (preschool, grades 1, 2, and 3) in Study 1 and 24 Japanese young children from two age groups (4-year-olds and 5-year-olds) in Study 2, it was showed that young children's optimism differed from that of older children and adults, which was called “effort-dependent optimism” and the belief that negative traits could be improved in a somewhat better direction through personal effort or practice.
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