体育授業における知識の再構成：社会構成主義からの検討

抄録

The purpose of this study is to explore the applicability of the theory of knowledge in social constructionism to physical education classes and to present a concrete example of its implementation.

According to social constructionism, what people see as reality is in fact, a socially constructed phenomena. Because knowledge can also be seen as something that has been constructed and sustained by history, culture, and society, what is needed in class, therefore, is not to acquire knowledge, but to reconstruct it.

In the study of physical education classes as well, the practice of learners reconstructing knowledge and skills from the perspective of social constructionism has been implemented, and their feasibility has been suggested. However, if we follow social constructionism, which emphasizes relationships, an issue was observed—rather than interpreting the learner’s reconstruction of knowledge in isolation, interpretation must emerge from within the relationships between the instructor, the learner, and others involved in the learning process.

In the teaching practice of Toshiko Toriyama and Kentaro Sasaki , the process of the instructor and the learner coming together to reflect on and explore problems and challenges was documented, revealing a concrete example of classes approached from the perspective of relationships. In these practices, both the beginning and the process of learning, and the knowledge that is constructed, lie within the relationship between the learner and the instructor and knowledge was constructed through a process in which both the learner and the instructor transformed in an improvisational and flexible way.

The reconstruction of knowledge in social constructionism is applicable to physical education classes as well. A concrete example of this can be seen in Sasaki’s classes, where knowledge was constructed through mutual interaction between learners, instructors, and others involved in the learning process as collaborative inquirers.