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Vol. 23 (2016) No. 3 認知科学 p. 270-284




 This article describes the design and development of a system for sustainable inno-
vation to foster an attitude of “learning forward”in teachers towards the discovery of
new goals.Focusing on analysis of the collaborative research project being jointly im-
plemented by the Consortium of Renovating Education for the Future (CoREF) of the
University of Tokyo and the regional boards of education in the manner of design-based
implementation research, the author analyzed two components of the project: 1) the
existence of a shared concrete framework of practices and tools for reflection, and 2) a
holistic structure consisting of tools and learning events, in order to test a hypothesis
that those two components help teachers bridge the new framework and daily practices
and change their concept of teaching and learning.The project has since evolved to
share a concrete framework in the form of the “Knowledge Constructive Jigsaw method”
with networks consisting of teachers, researchers and educational leaders working to-
gether to design, practice and reflect lessons across subjects, schools and districts.In
the process of analyzing the past six years of the project, the author found that the
main focus of the project had changed from developing shared teaching materials to
helping teachers mutually change their concept of teaching and learning and fostering
their capacity to sustainably improve their daily practices. The change occurred as a
consequence of scaling up the project and followed a redesign of the framework, tools
and system itself.

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