著者
三宅 なほみ 大島 純 益川 弘如
出版者
一般社団法人 日本科学教育学会
雑誌
科学教育研究 (ISSN:03864553)
巻号頁・発行日
vol.38, no.2, pp.43-53, 2014 (Released:2014-09-11)
参考文献数
41
被引用文献数
1

This manuscript aims to introduce a discipline called the learning sciences to readers of this journal. Naomi Miyake spent years in the graduate program at UC San Diego in 1980s, was involved in the emergence of cognitive science and has expanded her basic research toward classroom practices. Jun Oshima spent years in 1990s as a graduate student at the University of Toronto to work on how computers can support students’ knowledge building in the classroom and has continued lesson studies in Japan. The two researchers had three meetings to talk about their research field. Their conversation was structured as a story line by Hiroyuki Masukawa. First, it starts with Miyake’s talk about how the cognitive science emerged and came to be related to the learning sciences. Second, Oshima describes his experience to be in the vortex of the emergence of the learning sciences and research projects in the 90s. Third, the talk continues to discuss more deeply a disciplinary issue of how we treat human learning in the learning sciences. Finally, we wrap up our talk by summarizing the future of this discipline and how we will approach collaboration with practitioners and other stakeholders in education.

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今日も分散アジャイルめちゃめちゃ面白い話してるなー そういえば学習科学もうちょい勉強したいのを思い出した https://t.co/SroR3tR0q4
https://t.co/IK8PwGNxeR
学習科学の起源と展開 https://t.co/6EdmHl1E9A
@tkhrkwmt @kz8_takahashi 認知科学を学習の分野に適用したのが学習科学の起源で、今では学習を対象とした学際的な研究になっています。日本の学習科学史はこちらにまとまっています。 https://t.co/9CORRSoqfb 名大は認知科学強いですが、最近学習からは外れている印象です。(認知科学会は名大の先生方多くいらっしゃいます)
https://t.co/UtUBznlsKk

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