「アクティブ� �ラーニングの� ��習スキルとし ての「問い」� �関する実証的� ��討」　益谷　 真 （敬和学園大� � 教授）.pdf

This study examines the importance of questioning as a learning skill in active learning, focusing on cognitive strategies and communication. The author collected data from 146 university students on how they ask questions in four typical situations during group discussions. The questions were categorized into four communication categories (apology, reception, reason, and others) and three cognitive strategy categories (control, confirmation, and request). The results showed that in situations where students received insufficient explanations, they tended to ask questions with apologies and requests for clarification. The study also found that questions with reception and reason were more effective in deepening understanding. However, the effect size was small, and the difference between categories was not significant. The study suggests that questioning is an essential skill for active learning, and students should be encouraged to ask questions to deepen their understanding.