新入生オリエンテーションに組み入れた冒険教育の教育効果 --プロジェクトアドベンチャーの実践を通して--
Notice bibliographique
Résumé
Many Japanese universities provide various initiatives and assistance in order to facilitate the transition from high school to university with the purpose of promoting adaptation to universities for students. One such initiative is new student orientation, which often takes the form of preparing schedules, providing guidance on course registration, and the introduction to facilities and undergraduate faculties/departments. However, the details of such initiatives differ among universities to match the characteristics of the undergraduate students. This study examines an orientation initiative that incorporates adventure education for new students in the department of engineering at a medium-sized, regional private university. It is similar to the Outdoor Initiative Programs conducted in both the United States and Canada. Programs such as these aim to develop relationships between the faculty members and students as well as among students themselves with the aim to give them a comfortable fresh start as university students. We assessed the long-term educational effects of Project Adventure; an adventure education program incorporated into the new studentʼs orientation. We designed an educational program as well as numerous helpful worksheets, and analyzed the short-term educational effects presented immediately after the program is finished via participant observation, worksheet descriptions, and pre- and post-questionnaire surveys. We then conducted a follow-up survey (in the form of questionnaire surveys and interviews) to confirm the long-term educational effects through the end of the third year. Further, by comparing and combining the results of these multiple surveys, we examined the combination of the experience process of our program, along with the experience of student learning and student life. The results revealed the following points. First, the program gave students the opportunity to take the first step to learning the meaning and pleasure of the cooperation with their peers through direct experience. Second, the relationships formed among the groups during their participation were maintained during the studentsʼ university careers. Along with the proximity of the instructors, this led to the formation of a strong learning community through a continuing sense of camaraderie. Further, the students were able to apply their experience in this program by facing new challenges; the cycle of facing and succeeding these challenges led to experience accumulation, paving the way for a virtuous cycle of learning. This study shows that the educational effects of the adventure education program when students enter university are long-term, extending to the very end of the third year.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,004 | 0,000 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».