@article{oai:nara-edu.repo.nii.ac.jp:00013323,
 author = {黒田, 昌克 and 掛川, 淳一 and 福井, 昌則 and 世良, 啓太 and 森山, 潤},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学, Bulletin of Nara University of Education. Cultural and Social Science},
 month = {Nov},
 note = {The purpose of this study is to conduct three training programs with different contents with teaching materials of Scratch in elementary school programming education training and to examine differences in the training effect. Three teacher training ("lecture type (8 people)", "lecture + material understanding exercise type (9 people)", "lecture + lesson making exercise type (23 people)") was conducted for elementary school teachers of programming beginner. As a result, improvement in motivation and confidence in programming education was recognized in any training. In addition, the recognition of the significance of programming education was improved in "lecture + material understanding exercise type" and "lecture + lesson making exercise type." Meanwhile, the prospect of solving the lack of knowledge and understanding about teacher's programming education was improved by "lecture type" and "lecture + material understanding exercise type", but in "lecture + lesson making exercise type", practical task clearly conscious that it had tendency to be difficult to make a prospect. From the above, it is not appropriate for the first scholars of programming education to conduct concrete lesson making exercises suddenly at the initial stage of training, it is important to continuously prepare training contents in order of understanding of teaching materials.},
 pages = {177--184},
 title = {小学校プログラミング教育の教員研修における内容構成の違いによる研修効果の差異},
 volume = {68},
 year = {2019}
}