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模擬授業を中心に行う理科教育法におけるeラーニングの実践と効果について -2つのメーリングリストに分けての授業-
https://naragakuen.repo.nii.ac.jp/records/2631
https://naragakuen.repo.nii.ac.jp/records/2631a04e0f79-8e9e-48ff-b2b5-3eee5200ce23
名前 / ファイル | ライセンス | アクション |
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本文PDF (2.3 MB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2017-05-01 | |||||
タイトル | ||||||
タイトル | 模擬授業を中心に行う理科教育法におけるeラーニングの実践と効果について -2つのメーリングリストに分けての授業- | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | About practice and an effect of e-learning in the science teaching method to perform mainly on a simulated class ―The class which used two mailing lists― | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 理科教育 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 理科教員養成課程 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 模擬授業 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | メーリングリスト | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | e ラーニング | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | science education | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | science course department teacher-training course | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | simulated class | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | mailing list | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | e-learning | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | journal article | |||||
著者 |
海老崎, 功
× 海老崎, 功× 川村, 康文× Ebisaki, Isao× Kawamura, Yasufumi |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Abstract:In the simulated class of the science teaching method in the university, it is important to receive an advice from the university teacher. In this practice, when doing the lecture which introduced an simulated class by the science teaching method, it does the e-learning which used two mailing lists. It thinks much of the e learning style, however, the day not to be a school day, it is because it thinks that the guide is important. In this research, it investigated which degree ML the student used. Also, it investigated how the student was thinking about the e-learning. It found that an ML was often used for preparation, a revision as a result of the investigation. This practice functioned as the active-learning. It became the practice example of the blended-learning, too. |
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書誌情報 |
人間教育学研究 en : Journal for Humanistic Education 巻 4, p. 163-170, 発行日 2016-12-01 |
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出版者 | ||||||
出版者 | 日本人間教育学会 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 2188-9228 |