Supports for self-regulated activity in theme-oriented study: Practical field research

Abstract

A theme-oriented study is defined as an activity in which students choose their own topics gather and integrate information, and present the results to others. Recently, many educational practices concerning theme-oriented study have been reported, because integrated learning has been promoted in Japan. In the present research, we focused on supports for students' self-regulation of their knowledge and skills. Students in an elementary school, a junior high school, and senior high schools (total N students=9) participanted in a practical program held at the University of Tokyo. The contents and effects of the staff's supports were examined. It was shown that youth could spontaneously acquire skills such as comparing information and integrating information as a result of participating in a 1-year preliminary activity and a 1-month theme-oriented study. The staff supports that were effective included teaching skills of self-regulation directly, and monitoring the learning process. It is suggested that such supports should be explicitly included in theme-oriented study.