@article{oai:kumadai.repo.nii.ac.jp:00029707,
 author = {Fujita, Yutaka and 藤田, 豊 and Nagata, Suzuka and Fujita, Yutaka and 藤田, 豊 and 永田, 涼香},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), The present study analyzed the high school students’ collaboration processes of producing university entarance
examination. Three groups of 3 to 4 members (in total 11 students) participated at the extra lesson of learning “how
to make university entrance examination question from the view point of examination designer” by focusing on the
protagonist’s emotional changes according to the relation with several characters or narrative context depicted in
the short story written by S.Fujisawa. The results showed that deliberative argument or discussion are difficult for
high school students in terms of three kinds of accountabilities of community, reasoning standard, and knowledge
(Resnik, et al.,2010). However, several findings suggested that good teacher’s reflective intervention and good task
worth learning could promote their learning through collaborative productions.},
 pages = {113--123},
 title = {高校生の協働学習過程の分析 : 大学入試問題の作問過程に焦点化して},
 volume = {65},
 year = {2016},
 yomi = {フジタ, ユタカ and フジタ, ユタカ}
}