Exploring Experiential Learning to Enhance Project-Based Learning in First-Year Education Students: Insights from Surveys and Practical Applications

Abstract

近年，経験学習は各大学において導入されており，特に初年次教育において高い成果を上げるためには，意欲・動機形成型のコンテンツを中核に据えたカリキュラムの再編が必要だと考えられている。本研究では，A大学教育学部学生への質問紙調査を行い，これまで実施した経験学習（PBL）の授業改善の提案をすることを目的とした。その結果，A大学教育学部におけるPBLの実践は，科目への意欲・動機形成につながっていた。また，経験学習の評価項目があると学習意欲の向上に繋がるという認識（95.8％）と学習成果に繋がるという認識（97.9 ％）を持っていた。授業内容については，学習意欲の向上や学習成果の実感のためにも経験学習の明確な評価項目を提示する必要があることや，グループワークのルーブリック評価などを用いて，他者評価をする必要性が示された。今後は，チームが責任感を持てるような評価とは何かについて学生を交えて検討していくことが求められる。In recent years, experiential learning has been introduced in universities, and it is believed that to achieve high outcomes, especially in first-year education, it is necessary to restructure the curriculum around content that fosters motivation and drive. This study aimed to propose improvements to previously implemented Project-Based Learning (PBL) classes by conducting a survey among students in the Faculty of Education at A University. The results indicated that the implementation of PBL led to increased motivation and engagement in the subjects. Additionally, there was a recognition (95.8%) that having evaluation criteria for experiential learning contributes to enhancing learning motivation and a recognition (97.9%) that it contributes to learning outcomes. Regarding the course content, it was necessary to present clear evaluation criteria for experiential learning to improve learning motivation and the realization of learning outcomes. The study also indicated the necessity of using rubric evaluations for group work and conducting peer evaluations. Furthermore, it is essential to involve students in discussions on what constitutes responsible evaluation to ensure the team can take ownership.departmental bulletin pape