論文詳細
敬心・研究ジャーナル第２巻 第１号
看護専門学校における社会人学生を含むグループと現役生のグループ学習の特徴（第二報）
抄録
［目的］社会人学生を含むグループと現役生グループの討議過程からグループ学習の特徴を明らかにする。［方法］参加観察法（非参加型）による日常生活援助技術演習後の社会人学生を含むグループと現役生グループのグループ学習中の発言内容を質的記述的に分析した。［結果］共通して「方向づけ」で始まり、「テーマに沿った意見交換」「意見の調整」「「討議の再開」「学習課題の明確化・共有」「グループ学習の目標達成」のプロセスでグループ討議されていた。「テーマに沿った意見交換」の過程で「テーマからの逸脱」は共通していたが、社会人学生を含むグループでは「発言者の偏り」や討議過程での「指名」がみられた。［結論］ 社会人学生に「発言者の偏り」が生じていたが、同時に偏りを改善するための現役生の発言を促す「指名」をし、調整をしていた。社会人学生を含む学生グループの中でも現役生が主体的に発言できるような支援の必要性が示唆された。
Characteristics of Group Learning of Group including Active Student at Nursing Vocational School and Active Student Group 2nd Report
Abstract
［Aim］ This investigation will clarify the characteristics of group learning from the discussion processes of a group that included adult students and a group of current students.
［Method］ I carried out quantitative and descriptive analyses on statements that were made by the group that included adult students and the group of current students after their usual seminar on lifestyle support skills which is based on the participation-through-observation method (non-participative type).
［Results］ The group discussions shared a common process, beginning with “orientation,” followed by “an exchange of opinions regarding the theme,” “an adjustment of opinions,” “a resumption of discussion,” “a clarification and sharing of learning tasks,” and then, “the achievement of the group learning goals.” Although “deviation from the theme” occurred within both groups during the “exchange of opinions regarding the theme” process, “nomination” in the discussion process and “speaker bias” could be seen in the group that included adult students.
［Conclusion］ Although “speaker bias” occurred among the adult students, “nomination” encouraged the current students to make statements to improve and counteract the bias. This suggests that there is a necessity to support current students when they are in groups that include adult students so that they are able to make proactive statements.