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ID 36759
本文ファイル
別タイトル
Development of learning science after learning psychology
著者
キーワード
learning science
learning psychology
educational reform in Japan
学習心理学
学習科学
日本の教育改革
NDC
教育
抄録(英)
Learning psychology began as a branch of psychology in the last couple of decades of the nineteenth century, and its history is therefore as long as that of psychology itself. However, learning science is a relatively young discipline: its development may be traced to 1991, when the first international conference was held and Journal of the Learning Sciences was first published. In the short subsequent period, learning science has grown rapidly as an interdisciplinary approach to learning and education, and it encompasses a wide variety of disciplines, such as cognitive science, educational psychology, computer science, anthropology, sociology, information science, neuroscience, and instructional design; its area of research has widened, and this includes both formal school learning and informal learning at home, among peers, and at work. Whereas learning psychology aims to construct an overarching theory of learning, learning science aims to establish a grounded theory of learning in various learning environments. Thus, the goal of learning science is an understanding of the cognitive and social processes that yield the most effective type of learning and to use this knowledge in designing classroom and other learning environments so that people may learn more deeply and effectively. The purpose of the present study is to offer an overview of recent developments in learning science and to examine the implications of learning science for current educational reform in Japan.
掲載誌名
学習開発学研究
8号
開始ページ
3
終了ページ
16
出版年月日
2015-03-16
出版者
広島大学大学院教育学研究科学習開発学講座
ISSN
1883-8200
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2015 広島大学大学院教育学研究科学習開発学講座
部局名
教育学研究科
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