@article{oai:ic.repo.nii.ac.jp:00000912,
 author = {KANNO, Hiromi and NAKAJIMA, Minako and SATO, Mineko and 菅野, ひろみ and 中島, 美那子 and 佐藤, 美年子},
 journal = {茨城キリスト教大学紀要 II.社会・自然科学, Journal of Ibaraki Christian University II. Social and Natural Sciences},
 month = {},
 note = {The subject “Childcare support seminar A” was introduced in 2017. Students who are interested in becoming nursery teachers can gain practical experience through this seminar. To be more specific, students can visit the childcare support centers, where they can interact with the children and their parents, and help the teachers who work at these support centers.
The students were asked to write a report after their visits to childcare support centers. Based on these reports, they were classified into two groups: deep learners and superficial learners. Why are some students able to learn deeply, while some learn superficially?
This study explored the characteristics and common grounds of “deep learning” and “surface learning.” As a result, most students recognized that practical training was a unique opportunity for them. They evaluated changing diapers, putting babies to sleep, and bottle-feeding. Moreover,it was found that the deep learners repeated “concrete experience → observation and reflection → formation of abstract/concepts and generalization → testing implications of concepts in new situations (Experiential Learning Model (Kolb, 1984))” involuntarily whereas the surface learners did not.},
 pages = {181--190},
 title = {子育て支援による学生の学び －深い学びを促進する現場での実践的研修－},
 volume = {54},
 year = {2020},
 yomi = {カンノ, ヒロミ and ナカジマ, ミナコ and サトウ, ミネコ}
}