学習開発学の展開 : 学習心理学から学習科学へ <巻頭論文>

Development of learning science after learning psychology

Mori Toshiaki

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

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.

learning science

learning psychology

educational reform in Japan

学習心理学

学習科学

日本の教育改革

Education [ 370 ]

jpn

広島大学大学院教育学研究科学習開発学講座

Copyright (c) 2015 広島大学大学院教育学研究科学習開発学講座

[ISSN] 1883-8200

[NCID] AA1244667X