| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2021-07-14 |
| タイトル |
|
|
タイトル |
探究的な学びを通した生徒Agencyの変容過程の検討 : 中高生の「語り」にもとづく発話分析とエピソード分析 |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
Development Processes of Student Agency and Co-agency through Inquiry-based Learning : Analysis of Narratives and Episodes of Junior High and High School Students |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源 |
http://purl.org/coar/resource_type/c_6501 |
|
タイプ |
departmental bulletin paper |
| ID登録 |
|
|
ID登録 |
10.15083/0002000607 |
|
ID登録タイプ |
JaLC |
| 著者 |
三河内, 彰子
一柳, 智紀
木村, 優
長谷川, 友香
秋田, 喜代美
|
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
教職開発コース |
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
新潟大学大学院教育実践学研究科 |
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
福井大学大学院連合教職開発研究科 |
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
東京学芸大学次世代教育研究推進機構 |
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
教職開発コース |
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
The purpose of this paper is twofold: First, to clarify the effects of Global Problem-based Learning (PBL) programs in order to cultivate the competencies that are required for students to become ‘glocal human resource’. Second, to clarify the competencies that are required for teachers, especially those in secondary education, to implement and support Global PBL programs. To achieve these purposes, the authors collected student narratives to examine how problem-based learning can sow, develop, and transform their sense of agency to achieve collaborative agency or co-agency, particularly as the field in which their learning takes place expands from a regional to an international setting. This research has been conducted with the support of junior high and high schools that offered problem-based learning programs. Based on a semi-structured interview with students who participated in these programs, we conclude the following: First, and contrary to our hypothesis that as the student’s object of inquiry expands from the individual, social, world, to the planet, their agency will become aligned with others’ to develop their co-agency, our results show that the development trajectory depends on the depth and the length of their problem-based learning. Second, and related to the length of student learning, we found that students developed competencies that were unique to each of the following program category. As a result, we decided to use them as analytical categories: 1) a regional problem-based learning program, 2) short-term international exchange program, 3) long-term international exchange program, and 4) an international collaborative learning program. |
|
言語 |
en |
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要
巻 60,
p. 663-681,
発行日 2021
|
| ISSN |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
13421050 |
| 書誌レコードID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AN10516641 |
| 出版者 |
|
|
出版者 |
東京大学大学院教育学研究科 |
|
言語 |
ja |
| 出版者 |
|
|
出版者 |
Graduate School of Education, The University of Tokyo |
|
言語 |
en |
edu_60_57.pdf (1.9MB)
