{"metadata":{"_oai":{"id":"oai:ipsj.ixsq.nii.ac.jp:00213418","sets":["1164:4842:10509:10729"]},"path":["10729"],"owner":"44499","recid":"213418","title":["プログラミング学習における学習定着度の決定要因―学習の進捗状況および学習者の意識との関連性に基づく分析―"],"pubdate":{"attribute_name":"公開日","attribute_value":"2021-10-16"},"_buckets":{"deposit":"35e1ff6a-3b76-49c2-aad3-b66d8a58469e"},"_deposit":{"id":"213418","pid":{"type":"depid","value":"213418","revision_id":0},"owners":[44499],"status":"published","created_by":44499},"item_title":"プログラミング学習における学習定着度の決定要因―学習の進捗状況および学習者の意識との関連性に基づく分析―","author_link":["546071"],"item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"プログラミング学習における学習定着度の決定要因―学習の進捗状況および学習者の意識との関連性に基づく分析―"}]},"item_type_id":"4","publish_date":"2021-10-16","item_4_text_3":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_text_value":"京都橘中学校・高等学校"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_publisher":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"情報処理学会","subitem_publisher_language":"ja"}]},"publish_status":"0","weko_shared_id":44499,"item_file_price":{"attribute_name":"Billing file","attribute_type":"file","attribute_value_mlt":[{"url":{"url":"https://ipsj.ixsq.nii.ac.jp/record/213418/files/IPSJ-CE21161008.pdf","label":"IPSJ-CE21161008.pdf"},"date":[{"dateType":"Available","dateValue":"2023-10-16"}],"format":"application/pdf","billing":["billing_file"],"filename":"IPSJ-CE21161008.pdf","filesize":[{"value":"1.2 MB"}],"mimetype":"application/pdf","priceinfo":[{"tax":["include_tax"],"price":"660","billingrole":"5"},{"tax":["include_tax"],"price":"330","billingrole":"6"},{"tax":["include_tax"],"price":"0","billingrole":"19"},{"tax":["include_tax"],"price":"0","billingrole":"44"}],"accessrole":"open_date","version_id":"22150b59-30f7-424b-ad38-7970c3cc04a4","displaytype":"detail","licensetype":"license_note","license_note":"Copyright (c) 2021 by the Information Processing Society of Japan"}]},"item_4_creator_5":{"attribute_name":"著者名","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"長谷川, 卓也"}],"nameIdentifiers":[{}]}]},"item_4_source_id_9":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN10096193","subitem_source_identifier_type":"NCID"}]},"item_4_textarea_12":{"attribute_name":"Notice","attribute_value_mlt":[{"subitem_textarea_value":"SIG Technical Reports are nonrefereed and hence may later appear in any journals, conferences, symposia, etc."}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourceuri":"http://purl.org/coar/resource_type/c_18gh","resourcetype":"technical report"}]},"item_4_source_id_11":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2188-8930","subitem_source_identifier_type":"ISSN"}]},"item_4_description_7":{"attribute_name":"論文抄録","attribute_value_mlt":[{"subitem_description":"高校教科「情報」のプログラミング単元において，生徒が自分のペースで練習問題に取り組み，スモールステップで学習を進められるように授業を構成した．授業ごとに提出させた学習記録 (取り組んでいる問題の番号，質問感想) とテスト成績の関係，およびプログラミング学習に対する意識と成績の関係について分析を行った．それにより，学習過程終盤の進捗状況だけでなく，学習過程初期の進捗状況がテスト成績に関係することを示唆する結果が得られた．また「難しい」と感じる意識と成績には関係性を見い出せなかった．","subitem_description_type":"Other"}]},"item_4_biblio_info_10":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicPageEnd":"5","bibliographic_titles":[{"bibliographic_title":"研究報告コンピュータと教育（CE）"}],"bibliographicPageStart":"1","bibliographicIssueDates":{"bibliographicIssueDate":"2021-10-16","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"8","bibliographicVolumeNumber":"2021-CE-161"}]},"relation_version_is_last":true,"weko_creator_id":"44499"},"id":213418,"updated":"2025-01-19T17:09:05.501842+00:00","links":{},"created":"2025-01-19T01:14:17.829386+00:00"}