科学教育におけるエスノメソドロジーの意義

• 山口 悦司

  神戸大学大学院総合人間科学研究科

• 稲垣 成哲

  神戸大学発達科学部

書誌事項

タイトル別名

• Ethnomethodology and Its Implications for Science Education
• 科学教育におけるエスノメソドロジーの意識
• カガク キョウイク ニ オケル エスノメソドロジー ノ イシキ

抄録

In this paper, we first discussed the theoretical viewpoint of "ethnomethodology" and "situated approach to scientific discovery". According to this viewpoint, science learning cannot be understood as a process happening in an individual mind. Rather, science learning seems to be socially accomplished through science classroom interaction. We need to analyze in detail such interaction in order to understand the micro-processes of science learning. Secondly we conducted and interaction analysis of "discovering" in the 5th grade lesson. Based on audio recordings, video recordings, and their transcripts, we demonstrated how teacher and students socially accomplished the discovery of scientific principles about the motion of pendulums. Through their interactions, teacher and students highlighted the results of their inquiry activities using "marking" or "juxtaposition", that is, socially designed "findings". Implications are drawn for science education.

収録刊行物

• 科学教育研究

  科学教育研究 22 (4), 204-214, 1998

  一般社団法人 日本科学教育学会

キーワード

• ethnomethodology
• situted cognition
• sicence classroom interactions
• highlighting
• marking
• juxtaposition
• discovery

詳細情報

• CRID: 1390001205750206464
• NII論文ID: 110002704789
• NII書誌ID: AN00036978
• DOI: 10.14935/jssej.22.204
• ISSN: 21885338
• ISSN: 03864553
• NDL書誌ID: 4630927
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I4630927
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • NDL
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可