Effects of Collaborative Education in the First Year Experience, and its Process: Scaffolding between Students
Effects of Collaborative Education in the First Year Experience, and its Process: Scaffolding between Students
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合作教育对第一年经验的影响及其过程：学生之间的脚手架
DOI：
10.1109/uic-atc-scalcom-cbdcom-iop-smartworld.2016.0086
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Tsuyoshi Yamada
中科院分区：
文献类型：
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作者：
Tsuyoshi Yamada
概要 第一年体验是一项针对学生从高中转入大学时在入学时遇到的各种问题而设计的教育项目，最近已在许多大学有组织地推出。在如此快速的教育改革趋势中，引入这样的改革后出现的一个挑战是评估和检验这种方法如何影响学生的学习以及第一年体验是否真的有效。本文讨论了基于协作教育的一年级体验班的现场测试，该测试对于培养各种能力是有效的。以设计实验为模型，评估和考试与教师发展（FD）相结合，并使用定性和定量数据相结合的方法彻底检查学生的学习过程。由此明确了以下两个方面：1）在协作学习分组方面，事实证明，不同能力水平的学生分组时更容易出现相互合作，并且帮助者和被帮助者两种类型的学生获得不同的学习质量； 2）协作学习除了传统的学生互相教授和学习相互内容的特点外，还出现了高能力学生支持其他尚未能够发挥其能力的学生接受脚手架的情况。虽然脚手架一般是由老师在学习环境中提供的，但在学生自己接受脚手架的情况下，出现了具有持续影响的非教育意义而是社会意义的趋势，并且通过进一步使用脚手架，学生的活动变得更加活跃。
Summary The First Year Experience is an educational program used to address various problems that students have when they enter school caused by moving from high school into university education, and it has been organizationally introduced in many universities recently. Amid such rapid trends in educational reform, a challenge that arises after introducing such a reform is to evaluate and examine how the approach affects students’ learning and whether the First Year Experience is really effective. This paper discusses a field test of a First Year Experience class based on collaborative education, which is effective for developing various abilities. A design experiment was used as a model where evaluation and examination function with faculty development (FD), and the students’ learning process was thoroughly examined using a methodology combining both qualitative and quantitative data. As a result, the following two aspects were clarified: 1) In terms of grouping in collaborative learning, it has been proved that mutual cooperation is more often observed in cases where students with different capability levels are grouped together, and that both types of students—those who help and those are helped—obtain different quality of learning; 2) In addition to conventional characteristics in collaborative learning where students teach and learn mutual contents from each other, the situation has appeared where high-capability students support others receiving scaffolding who have not been able to exercise his or her capabilities yet. Although scaffolding is generally provided by a teacher in the learning environment, in cases where students receive scaffolding on their own, the tendency has arisen of not educational but social meaning with sustained effects, and that students activities become more active through further use of scaffolding.