持続発展教育における学習サイクルモデル

• Material Type: 博士論文
• Title: 持続発展教育における学習サイクルモデル
• Author/Editor: HUSSEIN, ZANATY MOHAMED YOUSSEF
• Author Heading: HUSSEIN, ZANATY MOHAMED YOUSSEF
• Publication Date: 2015-09-04
• Publication Date (W3CDTF): 2015-09-04
• Alternative Title: A Learning Cycle Model in Education for Sustainable Development
• Degree grantor/type: 北見工業大学
• Date Granted: 2015-09-04
• Date Granted (W3CDTF): 2015-09-04
• Dissertation Number: 10106甲第143号
• Degree Type: 博士（工学）
• Conferring No. (Dissertation): 10106甲第143号
• Text Language Code: eng
• Subject Heading: ICT- Educational Design Research; Learning Cycle model; Self-regulation Skills; Critical-thinking Skills; Education for Sustainable Development
• Target Audience: 一般
• Note (General): 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 theteacher’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.
• DOI: 10.19000/00008396; https://doi.org/10.19000/00008396
• Persistent ID (NDL): info:ndljp/pid/9984461; https://dl.ndl.go.jp/pid/9984461
• Collection: 障害者向け資料
• Collection (Materials For Handicapped People:1): テキストデータ
• Collection (particular): 国立国会図書館デジタルコレクション > デジタル化資料 > 博士論文; https://dl.ndl.go.jp/collections/A00014
• Acquisition Basis: 博士論文（自動収集）
• Date Accepted (W3CDTF): 2016-06-03T01:05:16+09:00
• Format (IMT): application/pdf
• Access Restrictions: 国立国会図書館内限定公開
• Service for the Digitized Contents Transmission Service: 図書館・個人送信対象外
• Availability of remote photoduplication service: 可
• Periodical Title (URI): https://doi.org/10.19000/00008396; https://kitami-it.repo.nii.ac.jp/records/8402
• Data Provider (Database): 国立国会図書館 : 国立国会図書館デジタルコレクション; https://dl.ndl.go.jp

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