書架の創出する場所が探究的な学習活動に取り組む中学生へ及ぼす影響

学校図書館における教師支援としての足場がけに着目して

抄録

 The purpose of this study was to clarify how the place where bookshelves create in a school library affect the engagement of students’ science inquiry learning focusing on the scaffolding as teacher support.

 This research was based on micro-ethnographic case studies using observational data.

 During fieldwork at a public junior school, the researcher observed inquiry learning lessons and interviewed a science teacher.

 During data analysis, the researcher categorized places where the teacher had provided support in the school library.

 Second, based on the speech and behavior the teacher had used with the students, the researcher classified each of the teacher’s supports as one of three types: formal (F), informal (I), or ambiguous (A), which was mixed formal and informal. When judging the teacher’s supports as formal or informal, the researcher adopted the strategies for scaffolding from PBL (problem-based learning) and the strategies for creating third spaces in inquiry learning. Finally, focusing on one student, the researcher examined the cases.

 The results first clarified that, as scaffolding to support for reading or writing, the teacher had their students select learning places within the school library. Secondly, in this case of studies it was suggested that when a student felt uneasy for her learning or peer that not only she moves from her own seat at a reading space to a dead space where bookshelves created, but also the teacher was coping with her with using ambiguous supports. Finally, taking as a cue learning places the students chose in the library, with using ambiguous supports the teacher facilitated for students to engagement of reading or writing. Then, it was indicated that the school library was the place that the teacher supported ―by scaffolding―individual students for reading or writing in inquiry learning.