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アイテム
持続発展教育における学習サイクルモデル
https://doi.org/10.19000/00008396
https://doi.org/10.19000/00008396dd31f01e-1396-4601-bab4-3a9540ead1ed
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Phd フセイン 2015.pdf (2.3 MB)
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| Item type | 学位論文 / Thesis or Dissertation(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-02-18 | |||||
| タイトル | ||||||
| タイトル | A Learning Cycle Model in Education for Sustainable Development | |||||
| 言語 | en | |||||
| タイトル | ||||||
| タイトル | 持続発展教育における学習サイクルモデル | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | ICT- Educational Design Research | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Learning Cycle model | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Self-regulation Skills | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Critical-thinking Skills | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Education for Sustainable Development | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_db06 | |||||
| 資源タイプ | doctoral thesis | |||||
| ID登録 | ||||||
| ID登録 | 10.19000/00008396 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
HUSSEIN, ZANATY MOHAMED YOUSSEF
× HUSSEIN, ZANATY MOHAMED YOUSSEF |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | One of the goals of the educational design research is to overcome the limitations of the educational systems. ICT provided innovative solutions and models for better learning environment in urban society. However the benefits of ICT models are not fully applied in developing local education for sustainable development. The main purpose of this study was to investigate the effect of adopting the sustainable learning cycle model-enhanced peer educator approach in a meaningful learning environment. In this study a new 6E learning cycle model, as a type of project-based learning, was presented in three main phases; Form, Inform, and Reform (FIR). Action research (which includes both quantitative and qualitative experimental studies) was conducted over two semesters 2013 and 2014 to transfer student’s attitudes from learner to peer-educator in a longitudinal learning environment. For the comparison, two case studies were carried out in an elementary school in Kitami city of Japan. In the first case study, 30 random students as the control group were exposed to cross-cultural lesson based on the conventional instructional style. In the second case study, same students as an experimental group were to engage in creating DVD learning materials for international rural students in Egypt with the 6E learning cycle style under the teacher’s positive involvement. The experimental and control group were evaluated by both descriptive and statistical analyses. In addition, post and semi-structured observation and interviews were conducted to evaluate the validity and reliability of the methodology. In terms of learning skills especially, FIR-6E instructional model students showed not only better results in developing education for sustainable development, but also improved students’ self-regulation and critical thinking skills than those were taught using the conventional constructional style. |
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| 言語 | en | |||||
| 書誌情報 |
発行日 2015-09-04 |
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| 著者版フラグ | ||||||
| 値 | ETD | |||||
| 学位名 | ||||||
| 学位名 | 博士（工学） | |||||
| 学位授与機関 | ||||||
| 学位授与機関名 | 北見工業大学 | |||||
| 学位授与番号 | ||||||
| 学位授与番号 | 10106甲第143号 | |||||
| 研究科・専攻名 | ||||||
| 値 | 生産基盤工学専攻 | |||||
| 学位授与年月日 | ||||||
| 学位授与年月日 | 2015-09-04 | |||||
