Presentation 2013-01-12
Estimation of Leamers' Comprehension in a Question-posing Leaming Support System
Yuta ITO, Yuki HIRAI, Kenchi KANEKO, Ayami NOMURA, Atsuo HAZEYAMA,
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Abstract(in English) A learner who has acquired a solution method cannot always employ it adequately Typically, practice in employing a given method is indispensable to mastering it Problem-solving practice is the most popular means of aiding a learner in mastering solution methods, and designing questions which can be solved by a given solution method is a promismg means of facilitating such mastery Question-posing has a positive effect on learners' problem-solving skills However, question-posing activity is not necessarily effective for all students In this study, we hypothesized that there are appropriate question-posing activities for various comprehension levels, and developed a method for estimating learners' comprehension level in question-posing learning
Keyword(in Japanese) (See Japanese page)
Keyword(in English) Question-posing Learning / Learning Support System / Estimation of Comprehension Levels
Paper # ET2012-69
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Committee ET
Conference Date 2013/1/5(1days)
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Registration To Educational Technology (ET)
Language JPN
Title (in Japanese) (See Japanese page)
Sub Title (in Japanese) (See Japanese page)
Title (in English) Estimation of Leamers' Comprehension in a Question-posing Leaming Support System
Sub Title (in English)
Keyword(1) Question-posing Learning
Keyword(2) Learning Support System
Keyword(3) Estimation of Comprehension Levels
1st Author's Name Yuta ITO
1st Author's Affiliation Faculty of Engineering, Tokyo Univ of Agriculture & Technology()
2nd Author's Name Yuki HIRAI
2nd Author's Affiliation Faculty of Engineering, Tokyo Univ of Agriculture & Technology
3rd Author's Name Kenchi KANEKO
3rd Author's Affiliation Faculty of Engineering, Tokyo Univ of Agriculture & Technology
4th Author's Name Ayami NOMURA
4th Author's Affiliation Faculty of Education, Tokyo Gakugei University
5th Author's Name Atsuo HAZEYAMA
5th Author's Affiliation Faculty of Education, Tokyo Gakugei University
Date 2013-01-12
Paper # ET2012-69
Volume (vol) vol.112
Number (no) 374
Page pp.pp.-
#Pages 6
Date of Issue