地理教育の市民性教育化 : 市民社会の価値追究と評価主体の学習者への移行をとおして

In this paper, we clarify how teachers can use learning assessment to improve students’ citizenship education. In “Assignment Creation Activities”, feedback was continuously provided from four perspectives: “self-relevance”, “social value”, “consistency”, and “learning strategy”. The results of the continuous feedback from the four perspectives are summarized as follows: (1) The feedback supported students to pursue their values, their self-regulated learning and citizenship education in geography learning, (2) the students’ learning progress was visualized. Additional perspectives were suggested to share feedback viewpoints with the students and to share the civic value of geography learning with the classroom as follows: (1) The intention of the feedback is to be disclosed to the students, (2) The geography curriculum should be developed by teachers and students.
本稿は，本学大学院・研究科の倫理審査委員会の審査を経て，令和２年12月に研究成果公表の承認を得ている（承認番号20200086）。