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 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
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.