著者
三宅 なほみ 齊藤 萌木 飯窪 真也 利根川 太郎
出版者
東京大学大学院教育学研究科
雑誌
東京大学大学院教育学研究科紀要 (ISSN:13421050)
巻号頁・発行日
vol.51, pp.441-458, 2012-03-10

The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.
著者
白水 始 飯窪 真也 齊藤 萌木
出版者
一般社団法人 日本教育心理学会
雑誌
教育心理学年報 (ISSN:04529650)
巻号頁・発行日
vol.60, pp.137-154, 2021-03-30 (Released:2021-11-16)
参考文献数
82

本稿では,学習科学の成立と展開を振り返り,次の課題を同定することで,実践を支える学びの科学になり得る可能性を検討した。1990年代初頭の成立から30年が経ち,学習科学は学習者の学びの複雑さや多様性を可視化し,それを支える教師や教育行政関係者,研究者が実践の中で学びについて学び合うことの重要性を明らかにしつつある。それは研究方法論が,特定の学習理論を具現化した教材などのパッケージを提供するデザイン研究から,ビジョンを提示し,その実装を現場主体で行えるようシステム面で支援するデザイン研究や,教育行政関係者も巻き込んだ連携基盤の上で学校や教師集団の自走を狙うデザイン社会実装研究に変化しつつあることとも呼応する。今後は,児童生徒が授業の中でいかに学ぶかの仮説を教育現場が自ら立てて,そのデザイン仮説を実践結果で検証し,学習プロセスの複雑さや多様性についての理解を深めることを支えられる実践学の創成が求められている。
著者
白水 始 齊藤 萌木
出版者
日本認知科学会
雑誌
認知科学 (ISSN:13417924)
巻号頁・発行日
vol.22, no.4, pp.492-503, 2015-12-01 (Released:2016-06-01)
参考文献数
35
著者
齊藤 萌木
出版者
日本認知科学会
雑誌
認知科学 (ISSN:13417924)
巻号頁・発行日
vol.23, no.3, pp.201-220, 2017-09-01 (Released:2017-03-01)
参考文献数
30

In order to clarify the nature and mechanism of socially constructive interaction, this paper presents an analysis of an Hypothesis-Experiment-Instruction (HEI) classroom discussion in which 21 third-graders collaboratively developed a rudimentary scientific concept of air. The lesson unit consisted of 11 problems whose answers were to be pre-dicted and discussed one at a time. The analysis focused on the 8th class discussion,which is seen to be most critical for the conceptual change of the children. The author adopted two analytic perspectives: the framework theory perspective and the knowledge-in-piece perspective. From the framework theory perspective, each child’s model was unique. The diversity of the explanatory model in the class was main-tained in the entire discussion. From the knowledge-in-piece perspective, every child actively engaged in the discussion, integrating various knowledge pieces into his/her model. Role change between task-doing and monitoring in a collaborative situation basically led children to elaborate their models. Particular type of monitoring aroused in the classroom played an interesting role in constructing a newer model.
著者
益川 弘如 白水 始 齊藤 萌木 飯窪 真也 天野 拓也
出版者
日本テスト学会
雑誌
日本テスト学会誌 (ISSN:18809618)
巻号頁・発行日
vol.17, no.1, pp.25-44, 2021 (Released:2021-12-01)
参考文献数
29

一つの文章を複数の要素に解体・再構成して全体を捉える「積極的読み」は大学生活で必須の認知活動だが,その難しさゆえに大学入試で問われても入学志望生はテストワイズネスを利用した浅い処理で対処しがちである.本研究は,解決過程の制御と記録というCBT の利点を生かし,積極的読みを求める典型としての東大入試国語問題を対象に,問題文全体の読解・要素抽出・関連付けを促すCBT を開発,統合的課題解決に及ぼす効果を検証した.この「改変版」と入試問題をCBT に移し替えた「従来版」を用意し,積極的読みの経験が異なる二層の参加者計79 名で実験を行ったところ,読解経験の少ない中堅大学生では従来版の統合課題成績が改変版を上回り,進学校生ではそれが逆転する有意な交互作用が得られた.設問解答とログ分析から,同程度の成績でも中堅大学生の従来版では傍線部付近の書き写し,進学校生の改変版では自らの言葉による再構成が把握でき,CBT の読解支援・評価両面の可能性がうかがえた.
著者
三宅 なほみ 齊藤 萌木 飯窪 真也
出版者
東京大学大学院教育学研究科
雑誌
東京大学大学院教育学研究科紀要 (ISSN:13421050)
巻号頁・発行日
vol.51, pp.441-458, 2011

The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.
著者
三宅 なほみ 齊藤 萌木 飯窪 真也 利根川 太郎
出版者
東京大学大学院教育学研究科
雑誌
東京大学大学院教育学研究科紀要 (ISSN:13421050)
巻号頁・発行日
vol.51, pp.441-458, 2012-03-10 (Released:2012-04-05)

The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.