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--
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".