著者

土倉 英志

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.285-296, 2016-09-01 (Released:2017-03-01)

参考文献数

19

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In this paper, I studied college students’learning. They worked on “science cafe”projects, and successfully executed those projects. Science cafe is a type of workshop. I analyzed the following three research questions about their learning. First, did they learn about the theme termed “offstage interests”? Second, what features characterize “offstage interests”? Third, how did they learn about “offstage interests”?  To elucidate these research questions, I collected data through interviews of college students, after science cafe activities for one year had been completed. The interviews were combined with the interviewees’reflections on these activities.  By analyzing the data, I clarified the following three points. First, the college students learned about the theme termed “offstage interests.”Their learning about “offstage interests”implies that they have become interested in others’offstage activities, such as concerts. The offstage activities are out-of-sight from the onstage activities that they appreciate or in which they participate. Second, their learning about “offstage interests”comprises taking a keen interest in, and empathizing with, others’offstage activities. Third, fostering learning about “offstage interests”requires two aspects: 1) undertaking various roles in the science cafes’activities, and 2) creating a framework of activities from scratch. Finally, I considered relationships among learning about “offstage interests,”knotworking, and active learning.

著者

土倉 英志

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.17, no.4, pp.713-728, 2010 (Released:2011-06-06)

参考文献数

39

被引用文献数

1

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In this article, I examined the creation process of movie shots by focusing the roles of plans. I collected data through participant observation in a course of a college of art. I analyzed ongoing movie shooting processes. I found two important features in the creation process. A) Plans did not determine the creation. They were only one resource of the creation. Plans were used only as “an initial value” in making the shooting location and were replaced by concrete things, which canalized filmmakers' practices. B) Because different members focused different aspects of a shot and one issue was connected to another issue, it repeatedly was called in question. Then, although one issue seemed resolved, the solution was only tentative and repeatedly challenged in the creating process. In these processes, the shot became convergent to a relative stabilized point and a creation was achieved. I discussed the limitation of this study and future research directions.

著者

土倉 英志

出版者

Japanese Cognitive Science Society

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.21, no.1, pp.155-172, 2014

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Many cognitive scientists have studied people's use of tools and artifacts, in other<br> words, resources. However, there are two features of resources that have not been ad-<br>dressed by cognitive scientists. The first is the configuration of resources. Resources<br> do not exist scatteredly; they exist in an order. Actions are organized in accordance<br> with the order of resources. Therefore, it is important to consider the configuration of<br> resources when studying people's actions in everyday life. The second feature that has<br> not been addressed is that people arrange resources in their environment to conduct<br> everyday life and work well. To clarify the features supporting everyday life based on<br> these two points, I believe that it is important to examine the adjusted relationship<br> between actions and resources and its attendant developmental processes. Therefore, I<br> propose a perspective called the development of functional systems. Functional systems<br> consist of actions and resources; the relationship between actions and resources adjust<br> as time progresses. I call this process of change in the relationship between actions and<br> resources the development of functional systems. Based on this proposal, I examine the<br> theme of human agency, learning, and child development from the perspective of the<br> development of functional systems. At the end, I discuss the limitations of this paper<br> and suggest directions for future research.