構成主義的認知研究と理科教師教育の課題

概要

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In the 1980's, a series of in-depth investigations began about the nature of knowledge and learning, using a small number of learners from around the world. The present authors follow a constructivist's view with respect to such learning. In a constructivist's view, learning is recognized as a process in which learners make their own perceptions of input. Learning always involves a dynamic between the learner's present understanding of the world and new knowledge input. Genuine conceptual learning occurs when learners make their own perceptions of such knowledge. A conceptual understanding is making one's own perception of knowledge. It involves the learner in constructing his/her own understanding. A conceptual change involves abandoning one's commitment to one set of conceptual understandings through the process of adopting another irreconcible set. The process of this conceptual change is an important feature distinguishing science learning from other types of learning. This paper reviews some perspectives of a constructivist's view in science education and explores how these perspectives can help in interpreting research on teaching and teacher education on science.
放送大学の論文