31. 協同学習:概念整理と理論的背景
社会的知識構築と個人の理解のプロセスの関係
each other outside of class.
Formalize
Cultural
artifacts
Explicate
implications
Personal
understanding
Tacit preunderstanding
and
objectify
Negotiate
perspective
Use in
activity
Personal
comprehension
Accept as
one’s own
Collaborative
knowledge
Make
problematic
Shared
understanding
Social
knowledge
building
Clarify
meanings
Argumentation
and rationale
Discuss
alternatives
Personal
focus
Articulate
in words
Public
statements
Figure 1. A diagram of knowledge-building processes (Stahl, 2006, p. 203).
Other people’s
public statements
Stahl (2008, p.203)
36. 英語教育における
協同学習研究の現状と課題
•
(a) Computer Supported/Aided Collaborative Learning
•
視覚・聴覚的補助の効果: Jakobsdottir & Hooper
(1995), Inglese et al. (2007)
•
(Peer) Writing: Ge (2011), Yeh et al. (2011)
•
SNS/ゲームの活用: Lantz-Andersson et al (2013).
Vandercruysse et al (2013), Wu et al. (2013)
•
相互依存構造: Lund & Rasmussen (2008), Van Steendam
et al. (2010)