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第4回ハイブリッドロケットシンポジウム(2022年2月14日. オンライン開催), 4th Hybrid Rocket Symposium(February 14, 2022. Online Meeting), 著者人数: 23名, 資料番号: SA6000171021, HR-2021-21

令和3年度宇宙航行の力学シンポジウム（2021年12月20日-21日. オンライン開催), Symposium on Flight Mechanics and Astrodynamics: 2021 (December 20-21, 2021. Online Meeting), 資料番号: SA6000174063

[The World Association of Lesson Studies International Conference 2017] 24-27 November 2017, Nagoya University (http://www.walsnet.org/2017/)

令和2年度宇宙航行の力学シンポジウム（2020年12月14日-15日. オンライン開催), Symposium on Flight Mechanics and Astrodynamics: 2020 (December 14-15, 2020. Online Meeting), 資料番号: SA6000164009

2018年度からは教育・人間科学講座発行

本稿では、協同学習と協働学習とを分類するという類型論について、実践の焦点を定め、評価を行っていくという実践的課題を念頭に置きながら、その到達点と課題を検討する。まず、類型論として最も多く見られる単純な二分法が、明晰さに欠ける、あるいは分類対象が不明確であるという問題点を孕んでいるということを示す。次に、主に協同学習研究者によって多元的な類型論が提唱されてきたことを示し、その意義と課題を検討する。最後に、そうした成果をもとにオドネル(Angela M. O'Donnell)が作り上げた分類表を到達点として位置づけ、その意義と改善の方向性を考察する。多様なニーズへの対応を問題意識とするオドネルによる類型論は、協働的な学習のメカニズムを説明する理論的観点としても、教師が実践を組み立てていくための手引きとしても有用なものである反面、枠組みの再検討、集団論および集団の目標という観点の欠如という課題が残されている。, This paper examines the achievements and challenges of classifying cooperative and collaborative learning, taking into account the practical problems for focused practice and assessment. First, this research demonstrates that the most frequent way that this type of learning is classified, by categorizing it into two groups, lacks clarity, or what it refers to is unclear. Next, it examines the major studies that have categorized cooperative learning into multiple groups and examines their significance and challenges. Finally, it evaluates the achievement of the classification matrix that Angela M. O'Donnell created based on previous efforts and considers its significance and implications for improvements. O'Donnell's matrix addresses diverse needs, and therefore, the typology she formulated is helpful both from a theoretical perspective that explains the mechanisms of peer learning and as a practical guide for teachers; however, some future problems exist with this framework, such as the need for reexamination of the framework and the necessity for taking into consideration its assumptions regarding the existence of certain group characteristics as well as their objectives and practices.

本稿では、K.A.ブラッフェによる協働学習（collaborativelearning）の理論と実践の内実を明らかにする。まず、理論に焦点化し、ブラッフェが「文化再適応」や「権威」「社会的構成」といった考えを体系化しながら、学習における協働が必然的に要求されるような理論を構成しようとしていたということを述べた。その理論は彼の実践をもとにしたものであり、学生のライティング能力に資するピア・チュータリングの力量を伸ばすことを目指して開発されたプログラムである「ブルックリン・プラン」に具体化されている。これは、学生たちに「分析的・評価的判断」の能力を身に付けさせることを目指して、「相互批評シート」を介したピア・チュータリングの形式をとりながら、学習者にとって協働学習のための手引きとして機能する課題に従事させるプログラムである。学生たちの自己評価によれば、これらは学習観や自尊心に関する「文化再適応」や「社会的構成」を実感させていた。以上から、彼の協働学習論が、実践的模索を通してブラッフェが到達したものであるという意味で独自性を持つと言える。This article examines how K. A. Bruffee’s theory and practice on collaborative learning are constituted. Focusing on this theory, it discusses his efforts to establish a theoretical framework that calls for collaboration in learning systematizing such ideas as “reacculturation, ” “authority, ” and “social construction.” This theory is constructed through his practice and embodied in the Brooklyn Plan, a program developed for students’ competence for peer tutoring which improves their writing skills. The program provides students with and engages them in some tasks that function as practical guidance for collaborative learning, helping them acquire the “analytic and evaluative judgment” skill and taking a form of peer tutoring through “peer-critique-sheet.” According to students’ self assessments, these made them aware of “reacculturation” and “social construction” with regard to their view of learning and their self-esteem. Thus it is apparent that he reached what he calls collaborative learning through trial and error in practice, which makes his theory unique.

Johnson aims to have children acquire the skills required to live in a democracy, proposing "cooperative learning, " "constructive controversy, " and "integrative negotiations" as three methods to do so. This paper examines the relationships among them. Johnson began from a study of conflict resolution as well as social independence theory, and have placed emphasis on having children acquire non-academic social skills. Johnson mentions four social skills: "forming, " "functioning, " "formulating, " and "fermenting" skills. Among these, "fermenting" skills are those for "constructive controversy." In his theory, "conflict" is comprised of "intellectual conflict" and "conflict of interests, " and the former of which is resolved by "constructive controversy." Therefore, in Johnson's theory, "constructive controversy" could be considered as a component of "cooperative learning" and produce the symbiotic relationships among the three methods under rigid alignment.

This paper examines the achievements and challenges of classifying cooperative and collaborative learning, taking into account the practical problems for focused practice and assessment. First, this research demonstrates that the most frequent way that this type of learning is classified, by categorizing it into two groups, lacks clarity, or what it refers to is unclear. Next, it examines the major studies that have categorized cooperative learning into multiple groups and examines their significance and challenges. Finally, it evaluates the achievement of the classification matrix that Angela M. O'Donnell created based on previous efforts and considers its significance and implications for improvements. O'Donnell's matrix addresses diverse needs, and therefore, the typology she formulated is helpful both from a theoretical perspective that explains the mechanisms of peer learning and as a practical guide for teachers; however, some future problems exist with this framework, such as the need for reexamination of the framework and the necessity for taking into consideration its assumptions regarding the existence of certain group characteristics as well as their objectives and practices.

Johnson aims to have children acquire the skills required to live in a democracy, proposing "cooperative learning, " "constructive controversy, " and "integrative negotiations" as three methods to do so. This paper examines the relationships among them. Johnson began from a study of conflict resolution as well as social independence theory, and have placed emphasis on having children acquire non-academic social skills. Johnson mentions four social skills: "forming, " "functioning, " "formulating, " and "fermenting" skills. Among these, "fermenting" skills are those for "constructive controversy." In his theory, "conflict" is comprised of "intellectual conflict" and "conflict of interests, " and the former of which is resolved by "constructive controversy." Therefore, in Johnson's theory, "constructive controversy" could be considered as a component of "cooperative learning" and produce the symbiotic relationships among the three methods under rigid alignment.