Research Trends in Teaching and Learning for Supporting Explanatory Practices

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  • 説明実践を支える教授・学習研究の動向
  • 教授・学習・認知 説明実践を支える教授・学習研究の動向
  • キョウジュ ・ ガクシュウ ・ ニンチ セツメイ ジッセン オ ササエル キョウジュ ・ ガクシュウ ケンキュウ ノ ドウコウ

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Abstract

In this paper, research trends in teaching and learning during the period July 2015 to June 2016 are reviewed and future perspectives are also discussed.　Many teachers experience difficulty in providing appropriate explanatory practices in the classroom, which has been an ongoing problem in the field of teaching and learning research awaiting a solution.　Therefore, explanatory practices are focused on, and current research trends in teaching and learning, which form the basis for explanatory practices, are reviewed.　These trends are reviewed from the viewpoint of the support model.　The review consists of five sections: (1) the role of explanations in the classroom, (2) poor comprehension and maladaptive learning in the classroom, (3) strategies for explaining and comprehension, (4) explanatory practices according to the school subject, and (5) developing the ability of explaining.　Additionally, implications of the above trends are discussed in light of research trends during the past 30 years, and future perspectives are suggested.　Finally, the production of aporia by explanatory practices is discussed from the original perspective of explanation, and principles for advancing research on this topic are suggested.　It is concluded that research in teaching and learning could support explanatory practices.

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