この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/50173
広島大学大学院人間社会科学研究科紀要. 教育学研究 1 号
2020-12-25 発行
「論争問題学習」はどのように論じられてきたか : 社会科教育学の関連論文の検討を基にして
How Has Japanese Social Studies Perceived about “Learning about Controversial Issues”?: Literature review on the Japanese articles
Abstract
Currently, there is a growing policy interest in learning about controversial issue as part of voting learning against a backdrop of social change. However, the study of controversial issues in social studies education began already in the 1970s, and a certain amount of research has been accumulated up to the present. This paper examines the previous studies related to ‘learning about controversial issues’ from the perspective of “educational borrowing” in order to the characteristics of Japanese educational research. A literature search of CiNii and Google scholar database was conducted, using the following key words: Ronsomondai (Controversial Issues), Gakushu (Learning), Syakaika (social studies), Jugyo (Lesson). The findings reveal that these studies have been reflected by Japanese context around academic, policy and practical context. Learning about controversial issues could support existing social studies theories, but it also gives questions existing social studies practice.
About This Article
著者キーワード
Controversial issues
social studies
educational borrowing
literature review
論争問題学習
社会科
教育借用
文献研究
権利情報
Copyright (c) 2020 人間社会科学研究科
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PP. 237 - 245
PP. 627 - 636