Project-Based Learning (PBL) is one of the collaborative learning. Some researchers proved educational effects of PBL (Thomas, 2000), but it is very difficult for teachers to introduce PBL into their own classes. This article reports one elementary school teacher's introduction of PBL into his class (Maeda,2005) and analyses his practice using SCAT(Stepsfor Cording and Theorization).SCAT is aqualitative analysis developed by Ohtani(2007).By examining learner's self-assessment in Foreign Language Activities at an elementary school,this paper evaluates learner's collaborative learning, verifies the effects of PBL for Japanese elementary school students, and points out four features found in learner's growth through collaborative learning.
雑誌名
熊本大学教育実践研究
巻
36
ページ
51 - 57
発行年
2019-02-15
書誌レコードID
AA11700236
フォーマット
application/pdf
形態
1216025 bytes
著者版フラグ
publisher
日本十進分類法
375.893
その他の言語のタイトル
Collaborative Learning in English Teaching at Elementary Schools : A Qualitative Analysis Using SCAT (Steps for Cording and Theorization)
小学校英語教育における協働学習 : 質的分析方法「SCAT」を利用した検証
KKJ0036_051-057.pdf
(1.22MB)
