On study and research responsibilities: a case in Japanese upper secondary school
Tipo de documento
Autores
Lista de autores
Hakamata, Ryoto y Otaki, Koji
Resumen
This presentation aims to identify some students’ roles on a study and research path conducted in a Japanese upper secondary high school. Especially, we focus on responsibilities for questioning and answering in their inquiry. For this purpose, we describe the students’ inquiry using the tree diagram of questions Q and answers A. Then, we analyze what kind of students’ roles emerged in their activity and discuss why that responsibilities could appear. As a result, we identify two interesting points of their study and research responsibilities: 1) On producing an initial question; 2) On producing temporary answers.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Continua | Otro (fundamentos) | Otro (investigación) | Pruebas
Enfoque
Nivel educativo
Educación secundaria básica (12 a 16 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Referencias
Barquero, B. & Bosch, M. (2015). Didactic engineering as a research methodology: From fundamental situations to study and research paths. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education (pp. 249-271). Switzerland: Springer. Bosch, M. & Winsløw, C. (2015). Linking problem solving and learning contents: the challenge of self-sustained study and research processes. Recherches en Didactique des Mathématiques, 35(3), 357-401. Chevallard, Y. (2015). Teaching mathematics in tomorrow’s society: A case for an oncoming counter paradigm. In S. J. Cho (ed.), The proceedings of the 12th international congress on mathematical education: Intellectual and attitudinal challenges (pp. 173-187). Springer. Chevallard Y. & Ladage C. (2008). E-learning as a touchstone for didactic theory, and conversely. Journal of e-Learning and Knowledge Society, 4(2), 163-171. Winsløw, C., Matheron, Y. & Mercier, A. (2013). Study and research courses as an epistemological model for didactics. Educational Studies in Mathematics, 83(2), 267-284