Transcript Critical thinking disposition questionnaire

安全文化醸成にむけた
データベースへの愛着醸成促進のための
システム (2008)
原子力発電所における
ヒヤリハット活動のための
ヒヤリハット共有システム(2009)
共生社会に向けた
コミュニケーションシステムの提案
PEBが
推薦される
教育用ディベートシステムを用いた批判的思考態度醸
成のための学習プログラムの提案(2009)
皆の行った
PEBや
つぶやきが表示
される
環境にやさしい行動(PEB)を促すための
PEB足跡コミュニケーションシステム(2010)
安全文化醸成にむけたデータベースへの愛着醸成促進システムの提案と評価
エネルギー情報学分野研究室 青柳西蔵
・原子力発電所の安全のため
評価実験 ・被験者は学生40名
には、安全文化が必要である。
・一か月に計8本の論文を読む
・安全文化の醸成のためにはデータベースを
・論文データベース作成の課題
利用した、事故や失敗の情報からの学習が必要。
提案手法を適用した
統制群
・しかしデータベースの利用が継続しない問題がある。
愛着群
・この問題の解決のために、データベース利用者の
結
動機づけを強化する手法を提案する。
５名の
背景と目的
愛着の醸成
を促進する
手法の提案
・原子力発電所の調査から、
データベースへの「愛着」によっ
て利用が継続できると仮定。
グループ
×４
論文データ入力
データベースの
利用が継続
・タイトル
・アブストラクト
・新規性
・有用性 等
愛着の
醸成
独自の
要約・感想
心理的
欲求の充足
心理的
コストの上昇
「互いに入力し
たデータを褒
めるコメントを
する」
「独自に
つくった情報を追
加する」
４００字以上
「互いに入力し
たデータを褒
めるコメントを
する」
果
の
比
較
２０名
論文データ入力
・タイトル
・アブストラクト
・新規性
・有用性 等
データ入力の
たびに
愛着を測る
アンケートに回答
愛着を訊いたアンケート結果
9
結果
④事後インタビューで、論文に興味の
なかったものは愛着が減少していた。
コメント平均
６３文字
愛着群
グループ２
回答
6
データベースの
利用が継続
統制群
論文への
興味
愛着の
醸成
3
愛着群
愛着群
グループ４
0
-3
考察
０
日
３
日
６
日
１０
日
１３
日
１７
日
実験開始からの日数
２０
日
心理的
欲求の充足
相互にする
コメントの質
コメント平均
２６文字
①コメント文字数が多いグループ
は愛着が増加傾向
②コメント文字数はコメントの質に正の相関
③コメントの質がグループ内で均一になる現象
→コメントの相場
コメントの
相場
結論
心理的
コストの上昇
「独自に
つくった情報を追
加する」
・「興味」 「コメントの質」という
要因の存在が分かった。
・「コメントの質」に「コメントの相場」によっ
て決まっていた。
原子力発電所におけるヒヤリハット活動のためのヒヤリハット共有システム
•
背景




原子力発電所
有効な方法
安全文化醸成が必要
ヒヤリハット事例に関して議論を行う
ヒヤリハットとは
 被害がなかった事故未満の事例
CMC(コンピュータを介したコミュニケーション)による議論が有効
 机の前から参加できる
ある電力会社にあるシステム
 議論が持続していない
既存のCMC議論促進の研究
 原子力発電所での現場研究はされていない
目的
提案
青柳 西蔵
収集
ヒヤリハット
データベース
電子掲示板
事例を閲覧して議論
原子力発電所のCMCの議論促進手法の提案

対象とする活動（＝ヒヤリハット活動）
 ヒヤリハット事例の登録
 電子掲示板で議論
5～6名の参加者グループ
 主体的な参加を促進
強制参加は持続しない(Gange and Deci 2005)
ヒヤリハット共有システム
積極的参加者
手法のポイント
•活動を活発にするように依頼
•CMCのためのWebシステム
•他参加者は知らない
応答義務を負わせる
簡略な共通要因分析
他者の参加状況提示
•インタラクションパターン形成の
•有意義な活動にするため
•参加を誘うような情報提示
ため
・有効性確認のため
・6グループ
・30名の現場監督と6名の積極的参加者
実践
・実践前後のアンケート ・約1ヶ月間
結果
応答義務を負わせる
簡略な共通要因分析
他者の参加状況提示
グループ2で
活発なグループで
労力が大きいという
「ありがとう」の連鎖
約100回の利用あり
4件のコメント
方針

改善必要
結論
有効であった
一部手法の有効性が確認され、改善点が抽出された
新たな行動指針として採用
AN EDUCATIONAL PROGRAM
USING A DEBATE SUPPORT SYSTEM
FOR CULTIVATING CRITICAL THINKING DISPOSITION
Saizo Aoyagi*1, Yuto Itami*2, Hirotake
Ishii*1, Hiroshi Shimoda*1, Hiroshi
Tomie*3, Kinya Kitagawa*4, and Satoshi
Kawahara*4
*1 Graduate School of Energy Science, Kyoto University
*2 Present, Texas Instruments Japan Limited
*3 Shiga Prefectural Board of Education
*4 Zeze High School
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5
Introduction
• Critical thinking
– One of the most important educational goals in high
school education.
– “Reasonable, reflective thinking that is focused on deciding
what to believe or do” (Eniss 1987)
• Disposition of critical thinking
– Necessary for spontaneous critical thinking
• Debate learning
– Effective program for cultivating critical thinking ability
– Problem
1) Debate learning needs much time for all the students to
participate
2) Some Japanese students have difficulty in criticizing other side’s
position in the front of other side students
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Purpose
• Proposal of an educational program using an
internet-based debate support system for
cultivating critical thinking disposition
– In order to solve existing problems of debate learning
1) Debate learning needs much time for all the students to
participate
2) Some Japanese students have difficulty in criticizing other
side’s position in the front of other side students
• Application of the proposed program to the
actual high school education
– Evaluate cultivation of critical thinking disposition
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Proposal of a program
• Direct experience of critical thinking will
cultivate strong critical thinking disposition(RUGGIERO
1988, FAZIO and ZANNA1987)
(1) Reading
textbook
to obtain
• First, knowledge
and
skill have to
be learned.
(four hours)
Individual
training
basic knowledge
(2) Critical thinking exercise
(one hours)
(3) Research and presentation
group
training
(four hours)
(4) Debate learning
(four hours)
to get
technique of critical thinking
pre-training of argument and
assertion in debate learning
to cultivate
critical thinking disposition
Use the debate support system!
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Debate support system
• Japanese, English, and Chinese language are supported
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9
Debate support system
Function and characteristic
Many groups of students can participate at the same time
•
• 2 pros and 2 cons (or 3 pros and 3 cons) in one group
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10
•
•
Debate support system
Function
and
characteristic
Discussion based on Toulmin model
Non-face-to-face, anonymous and text-based debate learning
– to remove difficulty in criticizing other side’s position in the front of other side students
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11
Debate support system
Function and characteristic
•Four steps formal description of discussion
•One-to-one discussion
–Every participants are required to think by themselves
The pros side
1st argument
Counter argument
Rebuttal
2nd counter argument
The cons side
1st argument
Counter argument
Rebuttal
2nd counter argument
The pros side
March 3, 2010
The cons side
12
Application in high school education
• The first semester of 2008
• Participant
– 438 Japanese high school students of 11 classes(3
rd
grade,17-18 years old)
• Evaluation of the proposed program
– Critical thinking disposition questionnaire
(D’ANGELO 1971,
MIYAMOTO et al.1996, HIROOKA et al. 2000)
Objectivity
objective and logical thinking
“Following a line of reasoning consistently to a particular conclusion”
Good-faith
faithful attitude and respect for others thought
“The acceptance of statements as being true, when there is sufficient
evidence, even though it negates some of our cherished beliefs.
• Three factors of critical thinking disposition
March 3, 2010
Inquiring
mind
inquiring and pursuing thinking
“To persist in seeking ways of resolving disputes”.
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Procedure and questionnaire timing
(1)Reading textbook
Critical thinking
disposition questionnaire
(4 hours)
Total
13 hours
(2) Critical reading
exercise
(1 hour)
(3) Research and
presentation
(4 hours)
1:Pre- presentation
questionnaire
(4) Debate learning
(4 hours)
Debate learning1(1 hour)
•Introduction
2: Pre- debate questionnaire
•Inputting pre- opinion
Debate learning 2(1 hour)
•Inputting1st argument
Debate learning 3(2 hours)
•Counter argument, Rebuttal,
and 2nd counter argument
3: Post-debate questionnaire
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Themes of debate learning
1. Japan has to introduce a deposit system of beverage
countainers.
2. Japanese goverment has to introduce an environment tax．
3. Japan has to introduce daylight saving time．
4. Japanese goverment has to prohibit installation of
automatic vending machine, and remove existing
automatic vending machine.
5. Use of plastic bottles has to be prohibited in Japan.
6. Japan has to promote introduce of cars which use gasoline
bleded with bioethanol.
7. Japan has to prohibit convenience stores from staying
open until late at night.
8. Collection and recycling of plastic bottles have to be
stopped in Japan.
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A picture of class room
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16
Result
 287 valid responses
 Some student were absent from some hours
Objectivity
77
66
Good-faith
*
48
**
Inquiring mind
**
56
**
**
*:p<0.05,**:p<0.01
49
**
42
55
40
35
44
32
28
33
24
21
22
16
14
11
8
7
Pre
Pre
presentation debate
Post
debate
Pre
Pre
presentation debate
**
Post
debate
Pre
Pre
presentation debate
Post
debate
 ANOVA and scheffe's pair comparison
 Objectivity and good-faith
Significantly improved
 Inquiring mind
Relatively not improved
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Discussion
Objectivity
Significantly improved
Good-faith
Relatively not improved
Inquiring
mind
March 3, 2010
Debating needs logical persuasion and faithfully
listening to others proposition and these
characteristics may cultivate objectivity and
good-faith.
Debating with a given theme and a given
position doesn’t essentially stimulate students’
creativity and curiosity which are related to
inquiring mind
18
Conclusion
• Summary
– An educational program using the debate support system for
cultivating critical thinking disposition has been proposed
• Solve problems of debate learning
1) Debate learning needs much time for all the students to participate
2) Some Japanese students have difficulty in criticizing other side’s position in the front of
other side students
– The proposed program was applied into Japanese high school and
evaluated
• Conclusion
– The effectiveness of the proposed program to cultivate critical thinking
disposition was confirmed especially for the factors of objectivity and
good-faith.
• In the future
– A new educational program which can improve the critical thinking
disposition, not only objectivity and good-faith but also inquiring mind.
March 3, 2010
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Proposal of a Method for Promotion of
Pro Environmental Behavior with Loose Social Network
Saizo Aoyagi1, Tomoaki Okamura1, Hirotake Ishii1 and Hiroshi Shimoda1
Graduate School of Energy Science, Kyoto University, Yoshida Honmachi, Sakyo-ku, Kyoto, Japan 606-8501
“loose social network of PEB footprint communication”. An experiment was conducted aiming at confirming the
Global warming problem has grown into a serious problem, and Pro Environmental Behavior(PEB) in households proposed method promote PEB. As a result, frequencies of participant’s PEB increased through the experiment
is necessary in Japan to solve the problem. The purpose of this study is proposal of a new method for promotion and we confirmed that the proposed method promote PEB. Nevertheless, the experiment had only one
of PEB in home. The method consists of “presentation of appropriate PEB depending on place and time” and
participant, and other experiments with several participants are planned now.
Abstract
Outline of loose social network of PEB footprints communication
Introduction
1.
2.
To solve energy problems
 Global warming has grown into a serious problem.
 CO2 emissions have to be decreased.
 CO2 emission in residential sector is relatively at high level in Japan.
Many users concurrently use the system(for example, 1000 users)
When a user do PEB, he/she can tell the fact he/she do PEB to other users who use the system with just a single touch a
button.
This is PEB footprints communication. PEB footprint means a history of one’s PEB. Users can add some comments to a PEB
footprint.
3. PEB footprints are shown to other users as timeline like twitter. PEB footprints are just
declarations of PEB to all users , and there are no obligations to reply or “deep”
communication.
Promotion of Pro Environmental Behavior(PEB) in households is necessary.
For example, turn off PCs at lunch time, decrease the temperature of air conditioner….
 Environmental attitude has been regarded as a key factor for promotion of PEB.
 However, recent studies revealed that environmental attitude can not promote PEB.
 New approaches are needed.
Purpose of this study
Proposal of a new method for promotion of PEB in home
The method for Promotion of PEB in home
 Our purpose, promotion of PEB is split into start of PEB and continence of PEB.
 The proposed method includes two components which correspond to start and
continuance of PEB.
Start
Awaking
of PEB
available PEB
Promotion of PEB
Band wagon
continuance
effect
of PEB
Components
of the method
Presentation of
appropriate PEB depending on
place and time
Using portable devise
Loose social network
of PEB footprint
communication
 To start people’s PEB
 If people awake to available PEB in appropriate timing, they will do PEB.
Presentation of appropriate PEB depending on place and time
 To continue people’s PEB
 If a person know the fact other people continue PEB through communication, he/she will want to
continue PEB(1) (Band wagon effect).
 Recent people like loose communication prefer twitter(2) to “tight” or “deep” communication.
Loose social network of PEB footprint communication
 The method was implemented as a system using iPhone.
System configurationUser’s home(example)
Portable devise(iPhone)
User
 Users take along iPhone in his/her home.
 a dedicated client software is installed into the
iPhone.
Toilet
Sink
Leave
a PEB footprint
Experimental method
Bluetooth stations
refrigerator  Bluetooth stations are set in the place
where user can do PEB.
 They have own area represented by blue
circles.
Wi-Fi station
 Wi-Fi station is set in user’s home for connecting iPhone and web
server with Wi-Fi network.
Web server
 A dedicated server software with database is operated in web serer.
 Database have a list of PEB and its appropriate place and time, place information of Bluetooth
stations, and log of user’s behavior.
Outline of presentation of appropriate PEB
3
1
1. A User comes close and enter into an area of a Bluetooth station
in daily life.
2. When iPhone recognizes entering, asks web server about what
2
PEB is available in this place and this time.
3. Web server returns a PEB to iPhone, and iPhone present a PEB to
the user.
Purpose
 To confirm that the proposed method promote PEB
Method
 Period: A week(2/Aug/2010-10/Aug)
 Participant; a Japanese woman
 The system of the proposed method was set in her home
 10 confederate participants were played by one of the authors.
 53 daily PEBs were presented to the participant.
 Pre questionnaire and post questionnaire were conducted to reveal frequency of participants’ PEB.
 Participant’s PEB foot prints were recorded.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Results and discussion
Comparison of frequencies of 53 PEBs
between
pre questionnaire
and post questionnaire
1
1
1
2
16
10
7
no answer
6
had no occaisions
8
Not do at all
Less likely do
4
15
29
Often do
Always do
5
Pre
questionnaire
Sometimes do
 Frequencies of participant’s PEB
increased through the experiment.
 In particular, PEBs of “always do”
greatly. increased and PEBs of “not
do at all” decreased greatly.
Post
questionnaire
The number of PEB footprints in the experimental period
The100
number of PEB footprints
80
60
40
20
0
4
5
6
7
8
9
8/ 3
 About 10 footprints are recorded in a day after 7th.
10
11
12
 Before August 7th, participant
misunderstood how to use PEB
footprint.
 She leaved footprints without
doing PEB.
 We therefore improved
sentences to avoid
datemisunderstanding in 7th.
Conclusion
 We confirmed that the proposed method promote PEB through the experiment.
 Other experiments with several participants and long periods are planned now.
 The experiment had only one participant.
 The period of the experiment was too short to confirm continuance
Reference
(1) Yi Bing Tan, 「Persuasive Technology in Motivating Household Energy Conservation」,『Business Aspects of the Internet of
Things, Seminar of advanced topics, FS 2009』, ETH Zurich, pp52-58, 2009
(2) http://twitter.com/