生活との関連からみた家庭科の「学び」の検討 : J.Deweyの「探究」と状況的認知論を手がかりとして

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概要

• 論文の詳細を見る

• The purpose of this paper is to examine the notion of learning in home economics education in order to obtain insights into a new direction of home economics education in today's school reform movements. For this purpose, it will attempt to apply the theories of John Dewey and L. S. Vygotsky, which have been recently reevaluated as bases for reconsidering extant learning theolies, as well as the theory of situated cognition, which has provided an approach to knowledge construction based on Vygotskian theory. In this paper, first, the educational theory and practices of John Dewey will be examined to make it clear how he incorporated students' lives into their learning. This will show that it is important to develop students' disposition to inquire. Second, the processes of appropriating skills and understanding in everyday situations will be examined from the viewpoint of situated cognition and its implications to learning in home economics education will be sought. It will imply the necessity of learning through authentic activities. Finally, Vygotskian theory will be used to explore the teachers' roles in such learning through authentic activities. It will be demonstrated that scaffolding in the zone of proximal development can be an effective teaching strategy in home economics education. The Discussion of this paper will illuminate the significance of the notions of "inquiry," "authentic activities," and "scaffolding" in home economics education.

• 日本家庭科教育学会の論文
• 2004-07-01

著者

• 狹間 和恵

  上越教育大学

• 狭間 和恵

  上越教育大学大学院 学校教育研究科

関連論文

• 高等学校家庭科教育における生活情報教育の研究(第2報) : 情報教育指導に関わる認識と情報教育内容の構想案
• 高等学校家庭科教育における生活情報教育の研究(第1報) : 家庭科教員の認識から
• 生活との関連からみた家庭科の「学び」の検討 : J.Deweyの「探究」と状況的認知論を手がかりとして
• 高等学校家庭科教育における生活情報に関する研究 : 家庭科教員の認識と情報教育の内容の構想試案 (平成10年度修士論文要旨(家庭科教育関係))

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