学習観に関する研究の概観と展望 「教科固有の見方・考え方」と「教科を超えた資質・能力」の育成に向けて

現在，教科固有の見方・考え方や，教科を超えた資質・能力を育む重要性が指摘されている。こうした問題意識を踏まえ，本稿では，学習に対する学習者の信念である学習観に着目し，教科・領域という観点から，学習観をはじめとした学習者の信念に関する知見の整理と展望を行った。特に，認識的信念研究と学業的自己概念研究で想定される信念の階層的構造に着目した。まず，信念の領域固有性に関する理論モデルである認識論の統合的領域理論（Muis et al., 2006）のモデルに基づき，先行研究を領域横断型研究と領域特定型研究に分類した。先行研究を整理・展望することを通して，近年は教科や学習全般のみではなく，教科で扱われる...

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Published in教育心理学研究 Vol. 70; no. 4; pp. 419 - 438
Main Author 赤松, 大輔
Format Journal Article
LanguageJapanese
Published 一般社団法人 日本教育心理学会 30.12.2022
Subjects
学業的自己概念
学習観
認識的信念
転移
領域固有性
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Abstract 現在，教科固有の見方・考え方や，教科を超えた資質・能力を育む重要性が指摘されている。こうした問題意識を踏まえ，本稿では，学習に対する学習者の信念である学習観に着目し，教科・領域という観点から，学習観をはじめとした学習者の信念に関する知見の整理と展望を行った。特に，認識的信念研究と学業的自己概念研究で想定される信念の階層的構造に着目した。まず，信念の領域固有性に関する理論モデルである認識論の統合的領域理論（Muis et al., 2006）のモデルに基づき，先行研究を領域横断型研究と領域特定型研究に分類した。先行研究を整理・展望することを通して，近年は教科や学習全般のみではなく，教科で扱われる具体的なトピックや日常生活を含むより全般的な信念といった新たな階層の信念が取り上げられ，階層に応じて信念の機能や可変性に差異がある可能性が示唆された。次に，学業的自己概念研究では，教科の連続的な関係性や階層の異なる信念間の影響の方向性に関する知見が多くみられた。最後に，これらの知見を学習観研究のモデルに統合することで，特定領域で形成された学習観が他の領域に広がっていくという新たなモデルを提案した。
AbstractList 現在，教科固有の見方・考え方や，教科を超えた資質・能力を育む重要性が指摘されている。こうした問題意識を踏まえ，本稿では，学習に対する学習者の信念である学習観に着目し，教科・領域という観点から，学習観をはじめとした学習者の信念に関する知見の整理と展望を行った。特に，認識的信念研究と学業的自己概念研究で想定される信念の階層的構造に着目した。まず，信念の領域固有性に関する理論モデルである認識論の統合的領域理論（Muis et al., 2006）のモデルに基づき，先行研究を領域横断型研究と領域特定型研究に分類した。先行研究を整理・展望することを通して，近年は教科や学習全般のみではなく，教科で扱われる具体的なトピックや日常生活を含むより全般的な信念といった新たな階層の信念が取り上げられ，階層に応じて信念の機能や可変性に差異がある可能性が示唆された。次に，学業的自己概念研究では，教科の連続的な関係性や階層の異なる信念間の影響の方向性に関する知見が多くみられた。最後に，これらの知見を学習観研究のモデルに統合することで，特定領域で形成された学習観が他の領域に広がっていくという新たなモデルを提案した。
Author 赤松, 大輔
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References_xml – reference: Muis, K. R., Franco, G. M., & Gierus, B. (2011). Examining epistemic beliefs across conceptual and procedural knowledge in statistics. ZDM Mathematics Education, 43(4), 507-519. https://doi.org/10.1007/s11858-011-0337-2
– reference: 篠ヶ谷圭太 (2018). 関連づけの視点から見た教授・学習研究の動向と展開可能性　教育心理学年報, 57, 40-60. https://doi.org/10.5926/arepj.57.40
– reference: McDaniel, M. A., & Einstein, G. O. (2020). Training learning strategies to promote self-regulation and transfer: The knowledge, belief, commitment, and planning framework. Perspectives on Psychological Science, 15(6), 1363-1381. https://doi.org/10.1177/1745691620920723
– reference: Säljö, R. (1979). Learning in the learner's perspective: 1. Some common-sense conceptions (Tech. Rep. No. 76). Göteborg, Sweden: University of Göteborg, Department of Education, 8, 443-451.
– reference: Buehl, M. M., & Alexander, P. A. (2009). Beliefs about learning in academic domains. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 479-502). Routledge.
– reference: Dweck, C. S., Chiu, C.-Y., & Hong, Y.-Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6(4), 322-333. https://doi.org/10.1207/s15327965pli0604_12
– reference: Schommer-Aikins, M., & Duell, O. K. (2013). Domain specific and general epistemological beliefs: Their effects on mathematics. Revista de Investigación Educativa, 31(2), 317-330. http://doi.org/10.6018/rie.31.2.170911
– reference: 瀬尾美紀子 (2007). 自律的・依存的援助要請における学習観とつまずき明確化方略の役割―多母集団同時分析による中学・高校生の発達差の検討　教育心理学研究, 55(2), 170-183. https://doi.org/10.5926/jjep1953.55.2_170
– reference: Ufer, S., Rach, S., & Kosiol, T. (2017). Interest in mathematics=interest in mathematics? What general measures of interest reflect when the object of interest changes. ZDM Mathematics Education, 49(3), 397-409. https://doi.org/10.1007/s11858-016-0828-2
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SubjectTerms 学業的自己概念
学習観
認識的信念
転移
領域固有性
Subtitle 「教科固有の見方・考え方」と「教科を超えた資質・能力」の育成に向けて
Title 学習観に関する研究の概観と展望
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