協調学習による学びの刷新に向けて(第28回中部支部大会シンポジウム招待論文)

概要

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In this paper we report our current endeavor to reform teacher-centric teaching/ learning into collaborative, learner-centric practices. We base our efforts on understandings of the mechanisms of constructive interaction, taken from cognitive science research. On this scheme, we have been developing and practicing knowledge-constructive jigsaw, where the students in a class are first divided into groups to study knowledge pieces essential to be integrated into their answers. In the latter half of the class, one student from each group gathers to form a jigsaw" group where they engage in constructive interaction to individually work out their anwers. In the paper we illustrate this practice with example cases taken from an elementary science class, a high school English class, and an extended case at a junior college information science class. We conclude this with a summary of outcomes so far with some foreseen new research topics.
社団法人大学英語教育学会の論文
2011-12-30