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１．論文２．実践報告
・大学教育再生加速プログラム（AP）（テーマⅠ：アクティブ・ラーニング）採択事業 福岡工業大学AL型授業推進プログラム 平成29年度事業報告
・フレッシュマンスクール2017年度自己点検・評価報告書
１．2017年度部会活動報告２．2017年度FD推進機構運営委員会・各部会 （開催状況，メンバーおよび重点事項）
３．2017年度FD講演会・研修会開催一覧
FD Annual Report
ISSN2185-890x
Vol.8(2017)
………FD推進機構長（学長） 下村 輝夫
…………………………………… ３……………………………… 25
……………………………………………… 98
……………………………………………… 109
……………… 119
……………………………………………… 131
……………………………………………… 138
《巻頭言》
《投稿文》
《トピックス記事》
《活動報告》
CONTENTS
FD
FD
FD
For all the Students
2010 4 FD
2016 7
FD
FD Annual Report
PBL
PDCA
FD Annual Report 2017
FD Annual Report Vol.8 2017
FD ·························
1. ······················ ····· 3
Teaching electromagnetism through demonstration of a practical application involving learning content from multiple disciplines ······· Jiro Kitagawa ····· 10
··········································· ····· 16
2. gPBL
········································ ····· 25
···· ····· 33 i-STEM ····
····· 38 4 FIT
······· ····· 48
········································ ····· 58 ······················ ····· 63
······························· ····· 72 29 ·········· ····· 82
······· ····· 90
AP
AL 29 ······························· 98 2017 ······························ 109
1. 2017
································································ ····· 119 ·························································· ····· 121
······················································· ····· 123 ····························································· ····· 126
··········································· ····· 129 2. 2017 FD
······················································································ 131 ································································· 137
3. 2017 FD ························································· 138
3
0
5
10
0 20 40 60 80 100
(%)
( )
4 8 3( 4%)( 58,663 )
Inspection of Educational Outcomes based on the Score Distribution
Keiji MATSUO (Dean of Academic Affairs)
Abstract
Attempts were made to examine the educational outcomes of our university based on student performance data. The distribution of one step in the 2016 fiscal year results was visualized between 0 and 100 points. As a result, there were no major issues for the university as a whole, but focusing on departments and faculty members, some points to be improved have been highlighted. Key words: educational outcomes, score distribution, inspection
1 .
2016 60
1 )
2 - 4 )
60
2016 ( )
2 .
1 2016
% 1
0 100
58 ,663
4%
0
60 100
4% 8% 3%
0 60 100
1 ( )
1
1 ) 4%
96 0
2 )
4
80
3 ) 60 0
70 80 90
100
1
1 )
2 ) 60
60
60
60
3 ) 60 15
4 ) 60 100 60
15
50-60
2
2
5) 0 15
0
0 60
3
60
0
3 0 60
3 .
GPA
2013 2016
5
0
5
10
0 20 40 60 80 100
(%)
( )
(d)
10 16 1( 10%)( 5,183 )
3 . 1
4
60
60 0
60
60 100
60
60
60
15
60
80
100
100
4%
GPA
3 . 2
60
100
60 100
GPA
0
5
10
0 20 40 60 80 100
(%)
( )
(b)
11 2( 3%)( 4,985 )
2
0
5
10
0 20 40 60 80 100
(%)
( )
(c)
3 7 4( 3%)( 4,803 )
0
5
10
0 20 40 60 80 100
(%)
( )
(a)
3 12 1( 4%)( 4,620 )
4
6
5
3 . 3
6
60
60
1 )
60 0 4
2 )
0
5
10
0 20 40 60 80 100
(%)
( )
(a)
3 6 5( 3%)( 7,064 )
0
5
10
0 20 40 60 80 100
(%)
( )
(b)
5 5 1( 10%)( 4,933 )
0
5
10
0 20 40 60 80 100
(%)
( )
(c)
3 5 3
( 3%)( 5,029 )
0
5
10
0 20 40 60 80 100
(%)
( )
(d)
4 6 7
( 6%)( 3,058 )
0
5
10
0 20 40 60 80 100
(%)
( )
(a)
5 9 2( 13%)( 7,947 )
0
5
10
0 20 40 60 80 100
(%)
( )
(b)
4 7 1
( 4%)( 11,041 )
7
3 )
0
4 .
4 . 1
7(a ) 7(b ) (c ) (d )
a) 85
85
7% 60 0
b) 90
0 60
98-99
100 26%
c) 60
60 50
6 0 0
d)
60 0
60
15
7
8
4 . 2
1 ) 50%
2) 60
3 ) 0 60 100
PDCA
4 . 3
a)
1) 15 30
1
2
15
2 )
15
3 )
15
b)
1) 80
20
2 )
3 )
5 .
2016
0 60
15 15
6 .
9
2017
1 ) 2 7 1 0
2 8 2 3
2 )
2 7
1 2 1
3 ) 7
2 9 11 1 4
4 ) 2 9
F D S D
2 9 9 1
10
Teaching electromagnetism through demonstration of a practical
application involving learning content from multiple disciplines
iro Kitagawa (Department of lectrical ngineering)
Abstract
Teaching electromagnetism by demonstrating a practical application associated with learning content is an important teaching techni ue. Demonstrations are often performed through video-assisted procedures, and are usually limited to a one-to-one correspondence between the application and the learning content. owever, understanding of practical applications fre uently re uires understanding of learning content beyond the ones studied in electromagnetism. designed a process to teach the wor ing principles of cryogen-free superconducting magnets. Understanding of this practical application re uires students to have nowledge of learning content from the disciplines of electromagnetism and solid state physics. The teaching process involved the use of homemade videos demonstrating magnet operation, which was combined with a flipped classroom and an active learning approach. Key words: Electromagnetism, Demonstration video, Multiple disciplines, Superconducting magnet, Active learning
1 . Introduct ion
nforma t ion , communica t ion , and computa t iona l
t echnolog ie s a re app l ied wide ly in educa t ion 1 ) . Some
technolog ie s have been u t i l i zed t o de l ive r con ten t ,
ma ing use o f the in te rne t , s imula t i ons , games , and
per sona l response sy s tems , such as c l i c e r s 2 , 3 , 4 , 5 , 6 ) .
Demons t ra t i on v ideos a re a t echnology tha t i s o f ten
used to exp la in to s tuden ts how a fundamenta l
na tu ra l l aw i s r e la ted to a p rac t i ca l app l ica t ion .
Demons t ra t i on v ideos usua l ly show a one- to -one
cor re spondence be tween the l ea rn ing con ten t and the
app l ica t i on . oweve r, unde rs tand ing of p rac t i ca l
app l ica t i ons f re uen t ly re u i re s under s tand ing of
l ea rn ing con ten t f rom mul t ip le d i sc ip l ine s . have
t r i ed to ma e educa t iona l demons t ra t ion v ideos t o
fu l f i l l th i s re u i rement i n an undergradua te cour se i n
e lec t r i ca l eng ineer ing . focused on superconduc t ing
magne t s , wh ich have been wide ly used in magne t i c
r esonance imaging (M ) , l inea r motor ca r s , and
o ther p rac t i ca l app l ica t ions . n the superconduc t ing
magne t , a magne t ic f i e ld in a co i l ca r ry ing a s t eady
cur ren t can be de r ived us ing the i o t -Sava r t l aw,
which i s an impor tan t e lement in t he l ea rn ing con ten t
o f an e lec t romagne t i sm c lass . Fur the rmore , one
needs to now the phy s ica l p rope r t i e s o f
superconduc tor s , which i s usua l ly t aught in t he so l i d
s t a te phy s ics c lass . n th i s paper, r epor t on t he
p rocess o f t each ing the wor ing p r inc ip le s o f
c ry ogen- f ree superconduc t ing magne ts in an
e lec t romagne t i sm c la ss . Th i s p rocess invo lved the
use o f homemade v ideos demons t r a t ing magne t
opera t i on , which was combined wi th a f l i pped
c lass room and an ac t ive l ea rn ing approach .
2 . Fl ipped c lassroom
have been t each ing e lec t romagne t i sm wi th t he
pedagogica l approach o f the f l ipped c lass room 7 , 8 ) ,
a t t r ac t ing much a t t en t ion . S tuden t s wa tch
p re recorded v ideos , which a re up loaded to a
commerc ia l web sy s tem. The v ideos exp la in
fundamenta l concep t s o f e lec t romagne t i sm, and
s tuden t s watch them out s ide c lass t ime . A sc ree nsh o t
11
o f the web sy s tem i s shown in F ig . 1 (a ) . n c la ss ,
chec s tuden ts under s t and ing of the concep t s
exp la ined in the v ideos , v ia a u iz . An example o f a
ue s t ion f rom the u iz i s shown in F ig . 1 (b ) .
S tuden t s g ive the i r answers v ia c l i c e r s . S ta t i s t i c s o f
the i r answers a re immedia te ly d i sp lay ed on the
sc reen . Af te r chec ing s tuden t s unde r s tand ing o f th e
v ideos , g ive the s tuden ts an advanced exe rc i se ,
which a l lows them to app ly the nowledge they have
l ea rned f rom the v ideos .
F ig . 1 (a ) Screenshot o f the web system where
prerecorded v ideos are uploaded. (b) Example o f a
ques t ion used to check s tudents’ understanding o f
the concepts expla ined in the v ideos . Actual quiz i s
wr i t ten in Japanese .
3 . Superconduct ing magnet
Figure 2 (a ) i s a pho tograph of the c ry ogen- f ree
superconduc t ing magne t (Axis , Mag 6T-52) i n my
labora to ry. The magne t i s a so leno id co i l made of a
superconduc t ing n iob ium- t i t an ium ( b-Ti ) wi re wi th
a d iame te r o f 0 .6 mm ( see the in se t o f F ig . 2 (a ) ) . The
schemat ic v i ew of the co i l i s shown in F ig . 2 (b) . The
inner (2a 1 ) and ou te r (2a 2 ) d iamete r s a re 90 mm and
154 mm, re spec t ive ly. The l eng th ( l ) o f t he co i l i s
103 mm. The number o f co i l tu rns (N ) i s 8 ,848 . The
genera ted magne t ic f i e ld a t the cen t e r o f the co i l ,
ca r ry ing a s t eady cur ren t I , can be ca lcu la ted us in g
the fo l l owing e ua t ion
(1 )
whe re 0 i s the pe rmeab i l i ty o f f ree space .
ua t ion (1 ) can be der ived us ing the io t -Sava r t
l aw. The maximum B o f our magne t i s 6 T, gene ra t ed
by I a t 85 .5 A.
Fig . 2 (a ) Photograph o f cryogen free
superconduct ing magnet . The inse t i s the so leno id
co i l in the sys tem. (b) Schemat ic v iew of co i l .
The supe rconduc t ing co i l i s coo led down to
approx imate ly 2 .5 K us ing a he l ium gas f low c ry os ta t
( see F ig . 2 (a ) ) . To under s tand the wor ing p r inc ip l e s
o f superconduc t ing magne ts , s t uden ts need to have
an under s tand ing o f the phy s ica l p roper t i e s o f
superconduc tors , in add i t i on to t he i o t -Sava r t l aw.
e ro re s i s t i v i ty and c r i t i ca l cur ren t dens i ty a re
pa r t i cu la r ly impor tan t concep t s tha t the s tuden t s
12
need to be fami l i a r wi th .
4 . The teaching process
Pr io r to t he c lass on superconduc t ing magne ts ,
s tuden t s have l ea rned about the i o t -Sava r t l aw,
Amp re s l aw, and o the r t op ic s in the
e lec t romagne t i sm c la ss . They have a l so l ea rned
about t he phy s ica l p rope r t i es o f supe rconduc tor s i n
the so l id s t a te phy s ics c l ass . To t each the top ic o f
superconduc t ing magne t s , pa r t i a l ly employ ed an
ac t ive l ea rn ing approach 9 , 1 0 , 1 1 ) i n which s tuden t s
were g iven the oppor tun i ty to conduc t g roup
d i scuss ions o f a g iven prob lem.
4 . 1 Introduct ion of superconduct ing magnet
As mos t s tuden t s had no pr io r nowledge in the
top ic o f superconduc t ing magne t s , in t roduced the
top ic by p resen t ing two prac t i ca l app l ica t i ons o f
superconduc t ing magne t s M and l inear motor ca rs .
To emphas ize fu r the r the p rac t i ca l app l i ca t i ons o f
superconduc t ing magne t s , showed a demons t ra t io n
v ideo of a l i near motor ca r. The v ideo was read i ly
ava i l ab le f rom the in te rne t .
4 . 2 Limi tat ions o f the magnet ic f i e ld generated
by e lec tromagnets
efore t each ing the top ic o f superconduc t ing
magne t s , p resen ted to the s tuden t s a e i s s - ty pe
e lec t romagne t (Tamagawa Se i sa usy o , TM- SF8615
C-083) , wh ich i s i n my labora tory ( see F ig . 3 (a ) ) .
showed a 3 -minute homemade v ideo o f the opera t i on
o f the e lec t romagne t . exp la ined the wor ing
pr inc ip le s o f e lec t romagne ts , emphas i z ing the B - H
(where H i s the ex te rna l f i e ld ) curve o f t he
fe r romagne t i c ma te r i a l used in the yo e ( see F ig .
3 (b ) ) . Then as ed the s tuden ts the fo l l owing
ues t ion
ue s t i on 1 Can we gene ra te a magne t ic f i e ld tha t i s
g rea te r t han 2 T wi th an e lec t romagne t
The s tuden ts d i scussed in g roups , and then gave
the i r answers (y es o r no) v ia c l i c e r s . The answer i s
in the nega t ive because the magne t i za t i on o f
fe r romagne t i c mate r ia l becomes sa tu ra ted , and B
approaches an asy mpto t ic maximum va lue wi th
inc rea s ing H . At t h i s s t age , s t uden t s under s tood tha t
the genera ted magne t ic f i e ld has an upper l imi t va lue ,
which i s insuff i c ien t to be used in M and l inea r
motor ca rs .
Fig . 3 (a ) Photograph o f e l ec tromagnet . (b)
Typica l B -H curve o f ferromagnet ic mater ia l s .
4 . 3 Phys ica l propert i e s o f superconductor
exp la ined to the s tuden t s tha t we have s topped
us ing fe r romagne t ic mate r ia l s to gene ra te magne t i c
f i e lds t ha t a re g rea te r t han 2 T. fu r the r exp la ined
13
tha t we have cons ide red us ing a i r co re co i l s , bu t co i l
hea t ing i s the c r i t i ca l i s sue . e need a huge cur ren t
to gene ra te a l a rge magne t ic f i e ld , bu t th i s hea t s up
the convent iona l me ta l l i c wi re used in a i r core co i l s .
n con t ra s t , superconduc tor s posse ss the supe r io r
p roper ty o f ze ro re s i s t ance , which i s f ree f rom the
p rob lem of hea t ing . At th i s s t age , r ev iewed the
charac te r i s t i c f ea tu re s o f superconduc tors . Th i s
top ic has a l ready been t augh t in t he so l id s t a t e
phy s ics c lass . p rov ided exp lana t ions o f ze r o
res i s t i v i ty, Mei ssner e ff ec t , and ty pe and
superconduc tor s . a l so exp la ined the impor tan t
phy s ica l pa ramete r o f c r i t i ca l cu r ren t dens i ty J c ,
which o r ig ina tes f rom the o ren tz fo rce in ty pe
superconduc tors . o ren tz fo rce has a l ready been
t augh t i n the e lec t romagne t i sm c lass . to ld the
s tuden t s t ha t the superconduc t ing b -Ti wi re used in
our magne t has a c r i t i ca l t empera tu re o f 9 .8 K. i t h
a magne t ic f i e ld B o f 6 T, J c of t he b -Ti wi re i s 1 0 5
A cm 2 . Thus , wi th a d iame te r o f 0 .6 mm, the wi re can
ca r ry a maximum cur ren t o f 280 A, which i s
su ff i c ien t fo r genera t i ng a magne t ic f i e ld B t ha t i s
g rea te r than 2 T. Through the t each ing p rocess ,
demons t ra ted to the s tuden t s the advan tages o f
superconduc t ing wi re .
4 . 4 Estimation of current for the generation of 6 T
p re sen ted the des ign o f our superconduc t ing
magne t ( see F ig . 2 (b ) ) . exp la ined the opera t i on o f
the superconduc t ing magne t , u s ing a p re reco rded ,
3 -minute homemade v ideo (F ig . 4 ) . The v ideo
demons t ra tes the need o f a coo led co i l and the
e ffo r t l e ss genera t ion o f a magne t ic f i e ld B t ha t i s
g rea te r t han 2 T. showed the s tuden t s t he s imple
fo rmula B 0 nI , where n i s the number o f co i l tu rn s
pe r un i t l eng th , which has a va lue o f 8 .6 10 4
tu rns m for our magne t . pe r fo rmed the ca lcu la t ion s
to es t ima te t he va lue o f I , t he cur ren t ca r r i ed by the
wi re , needed to gene ra te a magne t ic f i e ld B o f 6 T.
The ca lcu la t i ons re su l t ed in an e s t ima ted cur ren t o f
56 A, which i s smal le r t han the va lue o f 89 A no ted
in the spec i f i ca t ion shee t o f the magne t . Then a s ed
the s tuden ts the nex t ue s t ion
ue s t i on 2 ha t i s a t the o r ig in o f the d i ffe rence
be tween the cur ren t ob ta ined f rom
B= 0 nI and tha t no ted in t he
spec i f i ca t ion shee t
A few groups o f s tuden ts conc luded tha t i t wa s
because the l eng th o f t he superconduc t ing co i l i s
f in i t e , whi le the fo rmula i s de r ived fo r a so leno id
co i l wi th in f in i t e l eng th .
Fig . 4 Screenshot o f homemade v ideo expla in ing
the operat ion o f the superconduct ing magnet .
F ina l ly, s t uden t s in g roups cons ide red the
fo l lowing ues t ion
ue s t i on 3 ow can we ob ta in e s t ima te s o f the
cur ren t wi th h ighe r accuracy
The ues t i on i s d i ff i cu l t , and a f te r 15 20 minu te s
o f g roup d i scuss ion ( see F ig . 5 (a ) ) and pre sen ta t ion
by a s tuden t repre sen t a t ive ( see F ig . 5 (b) ) ,
p re sen ted ua t ion (1 ) to the s tuden t s . t i s a
fo rmula tha t i s more p rec i se and i t c an be de r ive d
us ing the i o t -Sava r t l aw.
14
Fig . 5 (a ) Photograph o f group di scuss ions
around Ques t ion 3 . (b ) Photograph o f a s tudent
present ing the re sul t s o f the group d i scuss ions .
4 . 5 Summary
have repor ted on a t e ach ing p rocess tha t i nvo lved
the educa t iona l demons t ra t ion o f a c ry ogen- f ree
superconduc t ing magne t . To under s tand the wor ing
pr inc ip le s o f supe rconduc t ing magne t s , s t uden t s
need nowledge o f e lec t romagne t i sm and so l id s t a te
phy s ics . The demons t ra t ion was conduc ted th rough
homemade v ideos , combined wi th an ac t ive l ea rn ing
approach . S tuden t s conduc ted group d i scuss ions on
the l imi ta t ions o f conven t iona l e lec t romagne t s i n
genera t i ng l a rge magne t ic f i e lds , and on the
ca lcu la t ion o f magne t ic f i e lds gene ra ted by
superconduc t ing magne t s . Fu r thermore , s tuden ts
l ea rned about the advan tages o f superconduc t ing
wi re i n gene ra t ing the l a rge magne t ic f i e lds neede d
fo r M and l inear moto r ca rs . hope many s tuden t s
have become aware tha t , to unde r s tand p rac t i ca l
app l ica t i ons o f fundamenta l na tu ra l l aws ,
unde rs tand ing of l ea rn ing con ten t f rom mul t i p le
d i sc ip l ine s i s necessa ry.
5 . Acknowledgement
ac nowledge the Acce le ra t i on Program for
Univers i ty duca t ion ebu i ld ing f rom the Min i s t ry
o f duca t ion , Cul tu re , Spor t s , Sc ience and
Technology fo r the suppor t o f sy s tem F T eplay,
which made the up load ing of the p re recorded v ideos
poss ib le . am a l so g ra te fu l fo r the f i nanc ia l suppor t
f rom the budge t commi t tee o f Fu uo a ns t i t u te o f
Technology. Thi s wor was per formed under ou r
accep ted p ro jec t s n t roduc t ion o f c l i c e r s in the
f l ipped c lass room and n t roduc t ion o f c ry ogen- f r ee
superconduc t ing magne t s , a iming a t advanced
educa t ion and resea rch . than Tina Tin , PhD, f ro m
danz Group (www.edanzed i t ing .com ac) fo r ed i t i ng
a d ra f t o f th i s manusc r ip t .
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C o l l e g e Te a c h i n g , o l . 5 8 p p . 1 2 7 - 1 3 5 , 2 0 1 0 .
5 ) A . P. M a z z o l i n i , S . D a n i e l a n d T. d w a r d s U s i n g
i n t e r a c t i v e l e c t u r e d e m o n s t r a t i o n s t o i mp r o v e
c o n c e p t u a l u n d e r s t a n d i n g o f r e s o n a n c e i n a n e l e c t r o n i c s
c o u r s e A u s t r a l a s i a n , o u r n a l o f n g i n e e r i n g d u c a t i o n ,
o l . 1 8 p p . 6 9 - 8 7 , 2 0 1 2 .
6 ) M . o d r i g u e s a n d P. S . C a r v a l h o Te a c h i n g p h ys i c s
w i t h A n g r y i r d s e x p l o r i n g t h e i n e ma t i c s a n d
15
d yn a mi c s o f t h e g a me , P h y s i c s d u c a t i o n , o l . 4 8 p p .
4 3 1 - 4 3 7 , 2 0 1 3 .
7 ) . M a z u r F a r e w e l l , l e c tu r e , S c i e n c e , o l . 3 2 3 p p .
5 0 - 5 1 , 2 0 0 9 .
8 ) . S . D a v i e s , D . . D e a n a n d . a l l F l i p p i n g t h e
c l a s s r o o m a n d i n s t r u c t i o n a l t e c h n o l o g y i n t e g r a t i o n i n a
c o l l e g e - l e v e l i n f o r ma t i o n s y s t e ms s p r e a d s h e e t c o u r s e ,
d u c a t i o n Te c h n o l o g y e s e a r c h D e v e l o p me n t , o l . 6 1
p p . 5 6 3 - 5 8 0 , 2 0 1 3 .
9 ) C . C . o n w e l l a n d . A . i s o n A c t i v e e a r n i n g
C r e a t i n g x c i t e me n t i n t h e C l a s s r o o m A S C
i g h e r d u c a t i o n e p o r t s , ( a s h i n g t o n , D C C ) ,
1 9 9 1 .
1 0 ) D . . S o o l o f f a n d . K . T h o r n t o n n t e r a c t i v e
l e c t u r e d e mo n s t r a t i o n s , a c t i v e l e a r n i n g i n i n t r o d u c t o r y
p h y s i c s , ( o b o e n , i l e y ) , 2 0 0 4 .
11 ) M . D . S h a r m a , . D . o h n s t o n , . o h n s t o n , K .
a r v e l l , G . o b e r t s o n , A . o p i n s , C . S t e w a r t , .
C o o p e r a n d . T h o r n t o n U s e o f i n t e r a c t i v e l e c t u r e
d e mo n s t r a t i o n s A t e n y e a r s t u d y, P h y s i c a l e v i e w
S p e c i a l To p i c s - P h y s i c s d u c a t i o n e s e a r c h , o l . 6
0 2 0 11 9 , 2 0 1 0 .
16
The educational value of ewspaper ommunication Prize based on the perception of awardees
Mi a a ano (Department of Socio- nvironmental Studies)
Abstract
n 2015, apan lowered the voting age from 20 to 18, which provided an opportunity for more students in higher
education to be aware of their responsibility as participants in their nation s sovereignty. n terms of development, students doing research on current events and expressing their thoughts about the events in their daily lives constitute an important training for them in understanding not only society but also themselves. This paper aims to examine the point of views of the student awardees in the ewspaper Communication Prize Contest 2015 to develop a program for sovereign education. This contest was introduced in 2014 to the curriculum targeting freshmen at the Fu uo a nstitute of Technology. n this contest, students choose an article they are interested in and state their opinion on it after discussing it with others, such as friends and family. nformation gathering and a uestionnaire survey were conducted with 19 out of 23 awardees. The results show that a majority of students recognize the importance of reading newspapers, learning to be diligent in getting information from several media outlets, and discussing social issues with friends and family. Of the 19 participants, 7 stated that they started to read newspapers more fre uently after the contest. This shows that besides the awardees readiness in sovereignty education, higher education has potential to offer such an environment to students. Key words: Sovereign education, Ne spaper, ommunication, ontest, res man
1 .
2015 18
2015
2016
17
2010
ewspaper i n duca t ion
2007
2012
9
1
2
1
2014
2018 5 1
4
2016 2017 2017
2018
2015
2017
2 .
2 . 1
6
18
2 . 2
3
A3 1
1
400-500
300-400
600-800
2015 4 806 23
1
1 1
1 20
10 43 .5%
9 39.1% 3 13.1%
1 4.3%
3 .
2015
23
1 2 15
19
10 2016 10
23 19 82 .6%
30
14
16
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17
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3
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1:
1 3 .89 SD= .87
2
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1
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20
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16
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% % %
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now wha t
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1
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24
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2 ) 2 0 1 7
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h t t p w w w. c h o s a
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25
gP
A report on the 2 1 global pro ect-based learning (gP L) program in the electronics information department of Fukuoka Institute of Technology (FIT)
Kei guchi (Department of nformation lectronics)
aorong i (Department of nformation lectronics)
Abstract
n this paper, we report the 2018 global project-based learning (gP ) program in the electronics information department of Fu uo a nstitute of Technology (F T). n 2018, we conducted two gP programs anoi Global P and Da ang Global P . n the anoi program, three F T students undertoo the function enhancement of the line trace robot. On the other hand, two F T students tac led the development of Android software and aspberry Pi embedded software in the Da
ang program. The uestionnaire survey revealed that these gP programs had a great influence on the learning will of students. Furthermore, concerning the effectiveness of these programs, affirmative answer was obtained from all students. Key words: lo al pro ect- ased learning, ro lem solving learning, S ort-term stud ing a road, eam ma ing
1 .
21
11 11 18
1 )
2 ) - 4 )
AC Advanced Cul tu re and
duca t ion Program STA Step-up And
e - lea rn ing Program
S T
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1 ,000
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2018 T
82 .0
26
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30 3
2
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50
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UST ano i
Univer s i ty o f Sc ience and Technology
3
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2
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2 . 1
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e
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p p . 2 5 0 - 2 5 1 ( 2 0 1 4 )
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p p . 2 4 2 - 2 4 3 ( 2 0 1 5 )
4 ) O h u r a M i c h i o t o K o d a i A p i r u v o r a p i n i t P a s o r n
C h a r o e n p i t S a r o mp o r n M u l t i - me d i a G l o b a l P w i t h
T M 5 a n d T C T To o l i t f o r a p a n e s e a n d T h a i
32
S t u d e n t s S A n n u a l C o n f e r e n c e n t e r n a t i o n a l
S e s s i o n P r o c e e d i n g s p p . 4 5 - 5 0 ( 2 0 1 7 )
5 ) ,
A K C o d e r p p . 5 5 - 5 9 ,
2 0 1 4
33
Key words: Engineering Et ics, roup Discussion, omputer Science and Engineering, Individual pinion
1 .
3
2
1 )
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2016
CS3 )
2017
2015
2016
2 .
2 . 1
2 2017
2 146
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2 )
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o l . 6 , p p . 3 0 - 3 5 , 2 0 1 6 .
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5 )
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D D
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Key words: niversit -Hig sc ool colla oration, S EM education, Education met od, reativit education, i-S EM
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3 2 9 , o . 5 9 9 5 , p . 9 9 6 , 2 0 1 0 .
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T h e f f e c t o f t h e S c i e n c e , Te c h n o l o g y, n g i n e e r i n g ,
M a t h e ma t i c s ( S T M ) d u c a t i o n a l M o v e me n t i n t h e
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S T M G r a d u a t e S t u d e n t s i n t h e U n i t e d S t a t e s
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e p o r t o f 2 0 1 4 A A A S A n n u a l M e e t i n g , a p a n e s e
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7 ) i - S T M 2 0 1 7
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h t t p w w w. f i t . a c . j p n e w s a r c h i v e s 2 2 6 3
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Key words: Motivation Driven earning, Science and tec nolog , Independent stud , reativit education
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63
Key words: Statistical processing, statistical data, students evaluation, visuali ation, educational material
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18 3 .3 3 .2
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25 3 .3 3 .3
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11 3 .2 3 .3
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10 3 .1 3 .3
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7 .1 7 .1
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17 3 .6 3 .7
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18 3 .3 3 .2
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25 3 .3 3 .3
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11 3 .2 3 .3
2016
10 3 .1 3 .3
2017
14 4 .0 3 .9
1
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40.00%
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2017 2016
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S1 S2 S3 S4 S5
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72
Key words: Discrete mat ematics, calculus, students evaluation, students satis action, class organi ation, class contents
1 .
2 0 1 7 2
1
2
2
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2 .2
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(01)
(02)
(03)
(04)
(05)
(06)
(07)
(08)
(09)
(10)
(11)
(12)
(13)
(14)
(15)
5 )
2 .3
2 .4 2 .5
0 .0537
2 .3
2006 2 .9 2 .9 117
2007 3 .4 3 .5 80
2008 3 .8 3 .7 80
2009 3 .7 3 .6 92
2010 3 .7 3 .6 127
2011 3 .6 3 .6 121
2012 3 .6 3 .6 110
2013 3 .7 3 .3 129
2014 3 .3 3 .2 125
2015 3 .4 3 .1 113
2016 3 .7 3 .4 86
1 2 3
2
2 .4 ( )
y = -0.0127x + 3.66R² = 0.0537
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
0 1 2 3 4 5 6 7 8 9 10 112007 2016
74
2 .5 ( )
1 1 (1) Di sc re te
mathemat ic s
1 1 (2) 2 8 16
1 2017
2 . 3
2 .6
2013
2(1 )
2 .6
2013 2 .6 2 .7 136
2014 3 .2 3 .3 124
2015 3 .0 3 .0 128
2016 3 .2 3 .3 92
2(2 ) 1
2013
6 ) 20144 )
1(1)
1(2 )
y = -0.0485x + 3.7267R² = 0.5328
3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
0 1 2 3 4 5 6 7 8 9 10 112007 2016
75
1(3 )
45 60
2013
3 .4
97 2 .7
2 .2 2014
(01)
(02)
(03)
(04)
(05)
(06)
(07)
(08)
(09)
(10)
(11)
(12) n
(13)
(14)
(15)
1 (1 ) (3)
2014
2017
2 2017
2 . 4
2013
(01)
(02)
(03)
(04)
(05)
(06)
(07)
(08)
(09)
(10)
(11)
(12)
(13)
(14)
(15)
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4 )
76
2 .7
2 .8 2 .9
2 .
2013 3 .4 3 .4 97
2014 3 .5 3 .5 113
2015 3 .5 3 .3 107
2016 3 .5 3 .5 86
0 .0182
2014
2016
1 2(1 ) (2 )
2
2 .
2 .
2(1 )
2(2 )
2017
2 2017
3 . 2 1
1 1
2
y = 0.03x + 3.4R² = 0.6
3.3
3.4
3.5
3.6
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3.3
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3.5
3.6
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77
3 . 1
1
(01)
(02) 2 8 16
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3 .6 2007 2016
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7 9 . 7 % 6 6 . 7 % 9 0 . 3 % 7 3 . 3 % 7 0 . 1 % 7 7 . 2 % 6 5 . 5 % 7 8 . 8 %
8 7 . 5 % 9 4 . 1 % 9 2 . 6 % 9 2 . 8 % 9 2 . 2 % 8 9 . 8 % 8 9 . 8 %
9 5 . 2 % 9 8 . 4 % 9 5 . 3 % 9 4 . 7 % 9 6 . 3 % 9 3 . 2 % 8 6 . 1 % 9 3 . 9 %
9 9 . 3 % 9 9 . 1 % 9 8 . 8 % 9 9 . 1 % 9 8 . 7 % 9 8 . 3 % 9 8 . 9 %
9 6 . 9 % 1 0 0 . 0 % 9 8 . 2 % 9 6 . 0 % 1 0 0 . 0 % 9 2 . 3 % 9 6 . 7 % 1 0 0 . 0 %
1 0 0 . 0 % 9 7 . 8 % 9 7 . 8 % 9 9 . 5 % 9 7 . 3 % 9 7 . 3 % 9 5 . 9 %
9 0 . 5 % 8 8 . 8 % 9 4 . 5 % 8 7 . 4 % 8 7 . 8 % 8 7 . 8 % 8 2 . 8 % 9 1 . 2 %
9 4 . 8 % 9 6 . 7 % 9 6 . 1 % 9 6 . 6 % 9 5 . 8 % 9 4 . 6 % 9 4 . 6 %
1
118
1
4 .
2014 181
103 56 .9% 2015 181
4 118 65 .2%
7
2012
10
1
8 91 .2%
1
3
1
.
2009 4 1
2
1 1
1
.
.
1
67
1
119
29 10
.
2012
1
2016
84
18%
21 32
31
84 4 22
2017 3
3 2017 5 22
1
.
6 4
10
5%
2016 5
1 2017 10
5 6
2
9
95%
120
.
14 2016 15 2017
2017
6 11
3 .2 2 3
4 .
29
7
30
2 2
15
2 1
1
1
29
3 11
15 1
4 7
30
4
4
121
5
1 .
2 .
3 .
4 .
5 .
.
.
3
12 43
66 121 1
22
5%
100% 89.4%
124
26
2 3
2
75 3 15 72
2 3
2
29 126 64 .5%
0.0
20.0
40.0
60.0
80.0
100.0
0
20
40
60
80
100
120
140
160
H23 H24 H25 H26 H27 H28 H29
A
B
C
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
H24 H25 H26 H27 H28 H29
124 126
140
122
.
8 30
9 6 6 1
4 23 1
1 6
11 1
5
2017
11 29
4
10 3 456
4 .
1 3
.
10 11
.
.
123
.
1
2
3
.
1
8
25 10 26
9
12
124
2
3
26 12
3 4
12 9 4 3
3
3
23
24
10
26
29
125
126
.
4 1
11
2017
1
2
1
3
4
5
2017
.
1 2018
61 64 3
19 1825 22
30 27 2931
18
10
22
8
16
418 14
1113
15 16
54
64
57
43
65
50
61
0
10
20
30
40
50
60
70
2012 2013 2014 2015 2016 2017 2018
127
10%
2019
2019
2018 2
4
6
.
2017
2017
2
6
19
2018
2
1 1 2 1
3 2
4 .
2016
2017
3
2017 2018
2016
2017 11
.
128
2017 3
1 2
2 16
10 1
4 3
6
2016
.
1
129
25
27 3
29 4
30 4
2
29
30
29 9
80
62 142
81 62
143
63 .1
16 .3%
9 9 . 7 % 9 1 . 7 %
9 8 . 4 % 9 0 . 7 %
100%
130
2
30
9
66
. .
131
1 4 17 1. 1 28 2 29 3 4
29 28 2016
2. 1 29 3. 2 6 19 1. 1 2 28
3 29 4
28 7 28 7 6
2. 1 29 2 3 30 3. 3 8 22 1. 1 2
3 29 29
2. 1 30 3. 4 10 16 1. 1 29 2 30 3 4
29 22 2017
2. 1 30 2 30
3. 1 2 2017 5 12 18 1. 1 2017 2 3 30 4 2 3 2. 1 2 3. 6 3 12 1. 1 29 2 30 3 29 4 30 2. 1 2017 2 30
1 4 20 1. 4 17 2. 1 2 3 4 5 6 2 5 31 1. 28 2. 3. 29 4.
5. 6. 1 5 30 3 7 5 1. 2. 3. 4.
5. 30 2 3 6. 1 6 19 2 6 27 4 9 13 1. 2.
132
3. 4. 30 2 3 5. 6. 7. 8. 1 8 22 2 8 29 3 5 10 4 1. 2. 3. 30 2 3 4. 1 2 2 29 3 9 26 6 11 8 1. 29 2. 30 2 3 3. 1 29 2 3 4 10 16 5 11 7 6 7 12 6 1. 29 2. 30 2 3
3. 1 29 2 11 28 3 8 1 19 1. 29 2. 3. 4. 1 2 3 12 18 4 12 26 9 2 16 1. 30 2. 3. 1 1 30 2 3 3 16 10 2 27 1. 30 2. 29 3. 4.
5. 4 6. 2017 7. 30 8.
9. 1 2 27 2
1 4 26 1. 2. 3. 4.
5. 6.
7. 1 4 17 2 4 25 2 5 31 1. 2. 3. 4. 5. 6. 1 2 3 4 5 30 3 6 28 1. 2. 2017 3. 4. 5. 30 6. 1 2 3 6 19 4 6 27 4 7 26 1. 2. 3. 29 4.
5. 1 2
3 4 12
133
7 28 5 7 25 5 9 27 1. 2. 3. 29
4. 30 2 3 5. 6. 7. 8. 9. 1 2 3 4 5 6 8 22 7 8 29 9 26 6 10 25 1. 2. 29
3. 4.
5. 6. 1
2 3 10 16 7 11 29 1. 2. 3. 3 2
27 29 4.
5. 1 2
3 11 7 28 8 12 21 1. 30 2 3
3 2. 30 2 3
3. 1
2
3 12 18 9 2 5 1. 2. 30 3. 4. 1
2 3 1 30 4 10 3 13 1. 2. 3. 29 4. 29 5. 30 6.
2 27
3 12
1 5 17 1. 2. 3.
4 17 4 25
2 6 14 1. 2.
5 30 3 7 19 1. 2.
6 19 6 27
4 9 20 1. 2. 3. 4. 5. 6. 7.
8 22 8 29
5 10 11 1. 2. 30 3.
9 26 6 11 15 1.
134
2. 29 3. 1 2 10 16 3 11 7 7 12 13 1. 30 2. 1 11 28 8 1 17 1. 2. 3. 4. 5. 1 12 18 2 12 26 3 9 2 14 1. 2. 3. 4. 5. 1 1 30 2 10 3 8 1. 2. 3. 1 2 27 2
1 4 11
1. 29 2. 29 3. 4. 29
1. 29 2. 29 3. 4. 1 5. 6. 7. 2 5 9
1. 2.
3. 4.
1. 2. 1 3 6 6
1. 2. 3.
1. 2. 3. 28 4.
5. 28
4 7 4
1.
2. 3. 4.
1. 28 2. 5 9 5
1. 31
2. 27.10
1. 2. 3. 4. 29 6 10 16
1. 2.
1.
2. 3.
4. 5. 7 11 14
1.
1. 2. .2
135
8 12 12
1. 2.
3. 29 9 1 16
1.
1. 3 2. 29 3. 4. 30 10 2 8
1.
1. 2
29
11 3 1
1. 31
1. 29 2. 3.
2 4
1 4 14 1. 2. 2 5 10 1. 2. 29 1 3. 3 5 29 1. 2. 3.
2016 4 10 11 1. 2. 29 3. 30 4.
5 10 30 1.
2. 10 16
6 11 27 1. 30 2. 3. 7 1 10 1. 30 2. 3. 30 4.
12 18 12 26
8 2 15 1. 30 2. 3.
30 9 3 30 1. 3 12 2. 30 3. 4.
1 4 25 1. 29 2. 29 3. 28 4. 28 2 5. 28 6. 29 7. 29 8. 9.
3 14 15
28 4 10 2 5 30 1. 2. 3. 4. 29 5.
3 7 7 7 3 4
1 3 6 2 15 00
17 20 22
12 8 21 22 10 4 2 28
11 12 1 14
136
28
3 6 27 1. 2. 29 3. 4. 5.
3 7 7
4 7 25 1. 29 2. 29 3. 4. 5.
3 7 7 1 9 21 14 30
10 13 15
14 1500 6008
5 8 29 1. 2. 3. 4. 29 5.
6 9 26 1. 2. 29 3.
29 29
7 11 7 1. 2. 29 3. 4. 5.
11 18
11 30 8 11 28 1. 2. 3. 4.
11 18
9 12 26 1. 2. 3. 4. 30 5. 6.
12 16
2018.10 26 10 1 30 1. 2. 3. 4. 29 5. 29 6.
3 14 11 2 27 1. 29 2. 30 3. 29 4. 30 5. 29 6. 7.
29 3 1 3 2 29
3 5 3 22
12 3 23 1. 29 2. 29 2 3. 4. 5. 30 6.
137
138
2017.6.21
38 1.
2.
2017.6.29
7
2017.7.19
38
2017.7.28 12
30 1. 5
2.
2017.9.15 13
28
2017.9.22
8 1.
2.
2017.11.17
1. 4
2.
3.
2017.12.20
38
2018.3.5 4
25
139
2018.3.14
64 1.
2.
2018.3.16
16
2018.3.22 5
30
2017.9.15 13
2018.3.5 4 2018.3.22 5
.8
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