Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 79: 109-135 (2018)

原著論文Original Article

大学生のレポート課題解決における知識と実践の関係The relationship between knowledge and practice in assignment reporting among college students

一橋大学附属図書館Hitotsubashi University Library ◇ 〒186-8602 東京都国立市中2-1 ◇ Naka 2-1, Kunitachi, Tokyo 186-8602, Japan

受付日:2017年7月23日Received: July 23, 2017
受理日:2018年1月22日Accepted: January 22, 2018
発行日:2018年6月30日Published: June 30, 2018



【結果】レポート課題解決の成否に最も影響するのは,課題の全体を把握する文脈であるBig picture context獲得の有無であることが明らかとなった。Big picture contextの獲得に貢献するのは,「レポートとは何か」の知識や,「その課題で何が求められているか」の理解であった。論理的な思考能力や,得た情報を論理的に構成して書く技能も,レポートの成否に大きな影響を与えていた。これらの知識や技能をレポート課題で実践するためには,学生自身の理解と経験が必要であり,レポート課題解決プロセスの全体像を意識して,学生がつまずきがちな点に留意しながら知識の伝達を行う重要性が示唆された。

Purpose: This paper analyzes the whole process in which college students completed assignment reporting from within an integrated framework. The framework consists of three layers: acts, contexts and knowledge. The students decided the topics, searched information, and wrote reports in the process of assignment reporting. This study hypothesized that the students’ acts were successfully completed by finding contexts and that finding context was facilitated by having knowledge. This paper aimed to clarify how college students act, how contexts are found, and what kind of knowledge is required in carrying out assignment reporting.

Methods: Semi-structured interviews were conducted with Hitotsubashi University students on assignment reporting in their first or second year of university, and 27 responses were collected. Assignments were classified into three types: text summarization, argumentation, and hypothesis verification. Criteria of success and failure were established for each type. The typical patterns of success and failure were extracted from the interview results. To clarify the difference between success and failure, the relationship among acts, contexts and knowledge was analyzed.

Results: The big picture context, which enables to grasp a complete understanding of assignments, had the most influence toward success or failure. Knowing what a good report is and what is expected from the assignment contributed highly to establishing the big picture context. Skills to think logically and structure information had a big influence on success. To practice such knowledge and skills successfully, students’ understanding and experience of doing assignments were required. In the instruction on assignment reporting, paying attention to the whole process and students’ difficulties was important.

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