知識創造実践のための「知識構築共同体」学習環境(<特集>協調学習とネットワーク・コミュニティ)  [in Japanese] "Knowledge Building" Learning Environment for Knowledge Creation(<Special Issue>Collaborative Learning and Networked Communities)  [in Japanese]

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Abstract

本稿では,まず,学習環境のデザインにおいてこれまで重視されてきた「共同体(community)」の視点の歴史的変遷を概観する.その上で,現在広く利用されている「学習共同体(community of learners)」アプローチと著者らの提案する「知識構築共同体(knowledge building community)」の比較検討をとおして,「導かれた発見(guided discovery)」から「知識創造(knowledge creation)」という認識論的移行を検討する.そして最後に,こうした認識論の違いが教室環境をデザインする際に,その要素技術の選択や開発にどのような影響を及ぼし,さらには学習者の認知的活動にどういった違いが現れるのかについて,国内の実践例をもとに議論を展開する.

The history of research on the community perspective in classroom research is briefly described first. Following it, the conception of the "community of learners" is speculated and its problems with considering 21st century skills are identified. As a solution to the problems, a new conception of the "knowledge building community" based on the epistemology of knowledge creation is proposed. Finally, classroom practices in a Japanese classroom based on the new epistemology is discussed as an example.

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 33(3), 197-208, 2010

    Japan Society for Educational Technology

References:  42

Codes

  • NII Article ID (NAID)
    110007520566
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    1349-8290
  • NDL Article ID
    10569251
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-904
  • Data Source
    CJP  CJPref  NDL  NII-ELS  J-STAGE 
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