授業と授業外をつなぐ学生の学習ダイナミクスの研究 : WAVOCプロジェクト参加学生へのインタビュー調査の分析から  [in Japanese] A Study on the Student's Learning Dynamics across the boundary between in-class study and out-of-class activity : From the Interviews to Students Participating in WAVOC Projects  [in Japanese]

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Author(s)

    • 河井 亨 KAWAI Toru
    • 京都大学大学院:日本学術振興会 Graduate School, Kyoto University:Japan Society for the Promotion of Science

Abstract

本稿の目的は,学生が授業外での活動および学習と授業での学習とをどのような関係に組織化しているかという学習ダイナミクスを検討することである。本稿では,早稲田大学平山郁夫記念ボランティアセンター(WAVOC)の教育プロジェクトへの参加学生に対するインタビュー調査を通じて検討した。WAVOCの教育実践は,フィールドでの学習とフィールドを通じての様々な人との「かかわり」,そして「ふりかえり」を中心とするWAVOC教職員の多層的支援が特徴である。参加学生に対するインタビュー調査では,WAVOCプロジェクトの意味づけ,授業での学習との関係,両者の影響を尋ねた。その結果得られたカテゴリー分類の分析から明らかになったことは,参加学生が,授業外での活動を学習に結びつけ,授業外での重要な活動のコミュニティにおいて学習に向かい,さらに授業での学習との間を架橋して往還関係を組織化する中で,知識・経験を持ち出したり持ち込んだりしていくというラーニング・ブリッジングの学習ダイナミクスであった。また,この学習ダイナミクスは,WAVOCプロジェクトの特徴によって支えられていることも明らかになった。大学教育においては,このラーニング・ブリッジングを支援していくことを通じて,学生が自分に対する教育を自分で編成していく力と責任を育んでいくことが重要であると考えられる。

The purpose of this article was to examine student's learning dynamics, in that what relationship college students organized between in-class study and out-of-class activity and learning. This research targeted the students who participated in the volunteer activity that was provided by the Hirayama Ikuo Volunteer Centre at Waseda University (WAVOC). The characteristics of WAVOC educational practice were the emphasis on field study, interaction with various actors, and the multi-level supports by WAVOC staff. I interviewed with WAVOC 11 students in terms of the meaning of WAVOC project, relationship between WAVOC project and in-class study, and mutual influences. I analyzed the category classification from the interview. As a result, I found learning dynamics that WAVOC students learned involving the WAVOC project activity and bridged from WAVOC project community of practice to in-class study and vice versa. And I found it that in this learning bridging WAVOC students organized the mutual relationship between in-class study and out-of-class activity and learning which they brought in and out knowledge, experience, reflection, and so on. Also I found that this leaning dynamics was supported by WAVOC staff that facilitated students in activity to reflect on their activity and after activity to make presentation in the various forms. In higher education, it is important to support learning bridging because students form their self identity and share power and responsibility for their own educational experience through it. And the study on student's learning needs to focus not only on in-class study but also on the relationship organized across the boundary between in-class study and out-of-class activity and learning through bridging learning.

Journal

  • Research Journal of Educational Methods

    Research Journal of Educational Methods 37(0), 1-12, 2012

    National Association for the Sudy of Educational Methods

Codes

  • NII Article ID (NAID)
    110009624652
  • NII NACSIS-CAT ID (NCID)
    AN00058176
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    0385-9746
  • NDL Article ID
    023877041
  • NDL Call No.
    Z7-948
  • Data Source
    CJPref  NDL  NII-ELS  J-STAGE 
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