| Project/Area Number |
26590204
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Kansai University |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 教育方法 / 21世紀型学習 / 授業過程 / 活動理論 / 探究授業 / 概念形成 / 行為の主体性（エージェンシー） / 拡張的学習 |
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| Outline of Final Research Achievements |
A transition to 21st century learning has occurred in school education worldwide. In light of this situation, this study analyzes the level of collaboration and interaction between students and teachers in classrooms using an advanced practical example from elementary schools in the United States and Finland in order to explore the issue of the construction of classroom lessons. As a framework to analyze the transition to 21st century learning, this study employs cultural-historical activity theory and expansive learning theory. It then proposes the fundamental principle of the lesson process based on the agency of teachers and students (namely, their ability and will to shape their own activity systems) by analyzing empirical data obtained through ethnographic research of actual classroom practices in elementary schools in the United States and Finland, distinguishing their innovative designs and practices in 21st century learning.
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