認知科学的視点に基づく認知科学教育カリキュラム
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| Published in | 認知科学 Vol. 16; no. 3; pp. 348 - 376 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | Japanese |
| Published |
日本認知科学会
2009
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1341-7924 1881-5995 |
| DOI | 10.11225/jcss.16.348 |
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| Author | 白水, 始 三宅, なほみ |
|---|---|
| Author_xml | – sequence: 1 fullname: 三宅, なほみ organization: 東京大学 – sequence: 1 fullname: 白水, 始 organization: 中京大学 |
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| Copyright | 2009 日本認知科学会 |
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| DOI | 10.11225/jcss.16.348 |
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| Discipline | Psychology |
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| EndPage | 376 |
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| References | Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408. 稲垣 佳代子・波多野 誼余夫 (1989). 『人はいかに学ぶか─日常的認知の世界』. 東京: 中公新書. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problem by expert and novices. Cognitive Science, 5, 121-152. Sinatra, G. M., & Pintrich, P. R. (Eds.) (2003). Intentional conceptual change. Erlbaum: New Jersey. Chase, W. G., & Ericsson, K. A. (1981). Skilled memory. In J.R. Anderson (Ed.), Cognitive skills and their acquisition, 141-189. Hillsdale, NJ: Lawrence Erlbaum Associates. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth. Cognitive Psychology, 24, 535-585. Weizenbaum, J. (1966). ELIZA. Communications of the Association for Computing Machinery, 9, 36-45. Tobias, S., & Duffy, T. M. (Eds.) (2009). Constructivist instruction: Success or failure? New York: Routledge. Carraher, T. N., & Schliemann, A. D. (2002). The transfer dilemma. The Journal of the Learning Sciences, 11, 1-24. Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of verbal learning and verbal behavior, 8, 240-248. Miyake, N. (2008). Conceptual change through collaboration. In S. Vosniadou (Ed.), International handbook of research on conceptual change, 453-478. New York: Routledge. 寺尾 敦・多鹿 秀継 (2009). 特集「学校教育と認知科学」の編集にあたって. 『認知科学』, 16(3). 工藤 与志文・宇野 忍・白井 秀明・荒井 龍弥 (2005). 小学生の植物単元学習における単元間の「縦断的関連づけ」の効果. 『教授学習心理学研究』, 1, 76-88. Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday Cognition, 9-40. MA: Harvard University Press. Lave, J. (1988). Cognition in practice. New York: Cambridge University Press. Lobato, J. & Siebert, D. (2002). Quantitative reasoning in a reconceived view of transfer. Journal of Mathematical Behavior, 21, 87-116. Shirouzu, H., Miyake, N., & Masukawa, H. (2002). Cognitively active externalization for situated reflection. Cognitive Science, 26, 469-501. Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change, 479-506. New York: Routledge Carraher, T. N. (1986). From drawings to buildings: Working with mathematical scales. International Journal of Behavioral Development, 9, 527-544. Miyake, N. (2009). Conceptual change through collaboration, Paper presented at AERA 2009, San Diego. 三宅, なほみ (2007). 「転移」再考：認知の基礎過程を考え直す. 『日本認知科学会第24回大会論文集』. Winograd, T. (1972). Understanding natural language. Academic Press. Clark, D., & Linn, M. (2003). Designing for knowledge integration: The impact of instructional time. The Journal of the Learning Sciences, 12, 451-493. Shirouzu, H. & Miyake, N. (2007). Scaffolds for lecture comprehension. In T. Hirashima et al. (Eds.), Proceedings of ICCE 2007, 175-182. Amsterdam: IOS Press. Bower, G. H., John B. B., & Turner, T. J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220. 三宅, なほみ (2006). 学習科学：協調的な実践科学と理論構築との互恵関係を目指して. 『人工知能学会誌』, 21, 77-84. Bransford, J. D., & Johnson, M. K. (1973). Considerations of some problems of comprehension. In W.G. Chase (Ed.), Visual information processing, 383-438. New York: Academic Press. Miyake, N., & Shirouzu, H. (2006). A collaborative approach to teaching cognitive science to undergraduates. Psychologia, 49, 101-113. Brown, A. (1994). The advancement of learning. Educational Researcher, 23, 4-12. Bruner, J. (1961). The process of education. MA: Harvard University Press. 小橋 康章・松原 仁・橋田 浩一 (2005). 特集：認知科学オントロジー. 『認知科学』, 12, 3-37. Lindsay, P. H., & Norman, D. A. (1977). Human information processing: Introduction to psychology (2nd Edition). New York: Academic Press. Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22, 129-184. 白水, 始 (2004). 『協調学習における理解深化過程の分析』. 中京大学大学院情報科学研究科博士論文. Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15, 451-498. Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) (1999). How people learn. Washington, D.C.: National Academy Press. 三宅, なほみ・白水, 始 (2003). 『学習科学とテクノロジ』. 東京：放送大学教育振興会. 板倉 聖宣 (1977). 『仮説実験授業のABC』. 東京：仮説社. The Journal of the Learning Sciences (2006). Transfer strand, 15, 431-550. Miyake, N. (1986). Constructive interaction and the iterative process of understanding. Cognitive Science, 10, 151-177. 日本認知科学会 (編) (2002). 『認知科学辞典』. 東京：共立出版. Norman, D. A. (1982). Learning and memory. W. H. Freeman. Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? 73-96. Hillsdale, NJ: Lawrence Erlbaum Associates. Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates. Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3, 195-212. Vosniadou, S. (Ed.) (2008). International handbook of research on conceptual change. New York: Routledge Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 1, 33-81. 安西 祐一郎 (1985). 『問題解決の心理学』. 東京: 中公新書. |
| References_xml | – reference: Miyake, N. (2008). Conceptual change through collaboration. In S. Vosniadou (Ed.), International handbook of research on conceptual change, 453-478. New York: Routledge. – reference: Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? 73-96. Hillsdale, NJ: Lawrence Erlbaum Associates. – reference: Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 1, 33-81. – reference: Lobato, J. & Siebert, D. (2002). Quantitative reasoning in a reconceived view of transfer. Journal of Mathematical Behavior, 21, 87-116. – reference: Lave, J. (1988). Cognition in practice. New York: Cambridge University Press. – reference: Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. – reference: 板倉 聖宣 (1977). 『仮説実験授業のABC』. 東京：仮説社. – reference: Bruner, J. (1961). The process of education. MA: Harvard University Press. – reference: Lindsay, P. H., & Norman, D. A. (1977). Human information processing: Introduction to psychology (2nd Edition). New York: Academic Press. – reference: Shirouzu, H., Miyake, N., & Masukawa, H. (2002). Cognitively active externalization for situated reflection. Cognitive Science, 26, 469-501. – reference: Winograd, T. (1972). Understanding natural language. Academic Press. – reference: Chase, W. G., & Ericsson, K. A. (1981). Skilled memory. In J.R. Anderson (Ed.), Cognitive skills and their acquisition, 141-189. Hillsdale, NJ: Lawrence Erlbaum Associates. – reference: Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday Cognition, 9-40. MA: Harvard University Press. – reference: Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3, 195-212. – reference: Sinatra, G. M., & Pintrich, P. R. (Eds.) (2003). Intentional conceptual change. Erlbaum: New Jersey. – reference: 安西 祐一郎 (1985). 『問題解決の心理学』. 東京: 中公新書. – reference: Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15, 451-498. – reference: Bransford, J. D., & Johnson, M. K. (1973). Considerations of some problems of comprehension. In W.G. Chase (Ed.), Visual information processing, 383-438. New York: Academic Press. – reference: Norman, D. A. (1982). Learning and memory. W. H. Freeman. – reference: Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problem by expert and novices. Cognitive Science, 5, 121-152. – reference: Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22, 129-184. – reference: 白水, 始 (2004). 『協調学習における理解深化過程の分析』. 中京大学大学院情報科学研究科博士論文. – reference: 稲垣 佳代子・波多野 誼余夫 (1989). 『人はいかに学ぶか─日常的認知の世界』. 東京: 中公新書. – reference: Bower, G. H., John B. B., & Turner, T. J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220. – reference: Miyake, N. (2009). Conceptual change through collaboration, Paper presented at AERA 2009, San Diego. – reference: 工藤 与志文・宇野 忍・白井 秀明・荒井 龍弥 (2005). 小学生の植物単元学習における単元間の「縦断的関連づけ」の効果. 『教授学習心理学研究』, 1, 76-88. – reference: 三宅, なほみ・白水, 始 (2003). 『学習科学とテクノロジ』. 東京：放送大学教育振興会. – reference: Shirouzu, H. & Miyake, N. (2007). Scaffolds for lecture comprehension. In T. Hirashima et al. (Eds.), Proceedings of ICCE 2007, 175-182. Amsterdam: IOS Press. – reference: The Journal of the Learning Sciences (2006). Transfer strand, 15, 431-550. – reference: Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. – reference: Brown, A. (1994). The advancement of learning. Educational Researcher, 23, 4-12. – reference: 三宅, なほみ (2007). 「転移」再考：認知の基礎過程を考え直す. 『日本認知科学会第24回大会論文集』. – reference: 寺尾 敦・多鹿 秀継 (2009). 特集「学校教育と認知科学」の編集にあたって. 『認知科学』, 16(3). – reference: Clark, D., & Linn, M. (2003). Designing for knowledge integration: The impact of instructional time. The Journal of the Learning Sciences, 12, 451-493. – reference: Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates. – reference: Tobias, S., & Duffy, T. M. (Eds.) (2009). Constructivist instruction: Success or failure? New York: Routledge. – reference: Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110. – reference: Carraher, T. N. (1986). From drawings to buildings: Working with mathematical scales. International Journal of Behavioral Development, 9, 527-544. – reference: Carraher, T. N., & Schliemann, A. D. (2002). The transfer dilemma. The Journal of the Learning Sciences, 11, 1-24. – reference: Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth. Cognitive Psychology, 24, 535-585. – reference: Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) (1999). How people learn. Washington, D.C.: National Academy Press. – reference: 三宅, なほみ (2006). 学習科学：協調的な実践科学と理論構築との互恵関係を目指して. 『人工知能学会誌』, 21, 77-84. – reference: Weizenbaum, J. (1966). ELIZA. Communications of the Association for Computing Machinery, 9, 36-45. – reference: 日本認知科学会 (編) (2002). 『認知科学辞典』. 東京：共立出版. – reference: Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408. – reference: Vosniadou, S. (Ed.) (2008). International handbook of research on conceptual change. New York: Routledge – reference: Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of verbal learning and verbal behavior, 8, 240-248. – reference: Miyake, N., & Shirouzu, H. (2006). A collaborative approach to teaching cognitive science to undergraduates. Psychologia, 49, 101-113. – reference: Miyake, N. (1986). Constructive interaction and the iterative process of understanding. Cognitive Science, 10, 151-177. – reference: Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change, 479-506. New York: Routledge – reference: 小橋 康章・松原 仁・橋田 浩一 (2005). 特集：認知科学オントロジー. 『認知科学』, 12, 3-37. |
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| Title | 認知科学的視点に基づく認知科学教育カリキュラム |
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