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A review of Jerome Bruner’s educational theory : Its implications for studies in teaching and learning and active learning (secondary publication)
https://doi.org/10.15012/00000941
https://doi.org/10.15012/00000941b103ea78-8d43-4b19-a7e2-874a0a22a6b4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
syakai_vol5401_11.pdf (156.6 kB)
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Copyright (c) 2017 松本浩司
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-08-22 | |||||
| タイトル | ||||||
| タイトル | A review of Jerome Bruner’s educational theory : Its implications for studies in teaching and learning and active learning (secondary publication) | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Jerome Bruner | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Educational Theory | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Studies in Teaching and Learning | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Active Learning | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Cognitive Science | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15012/00000941 | |||||
| ID登録タイプ | JaLC | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | 教育理論におけるJerome Brunerの功績をたたえて : 教授・学習学やアクティブラーニングへの示唆（二次出版） | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | キョウイクリロンニオケルJerome Brunerノコウセキヲタタエテ : キョウジュ・ガクシュウガクヤアクティブラーニングヘノシサ（ニジシュッパン） | |||||
| 著者 |
Matsumoto, Koji
× Matsumoto, Koji |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This article reviews Jerome Bruner’s educational theory in reference to his life works to discuss its implications for studies in teaching and learning, and active learning. Throughout his life, Bruner studied the dialectic between the past/present and the possibilities in the interaction between human beings and cultures, and the duality of acquiring and creating in learning. On the basis of these lifelong studies, Bruner formulated his pedagogical ideas. On the other hand, it was through the noticeable changes in his extended view of learning and culture that he came to acknowledge the social side of learning, the significance of contextual learning, and the multiplicity of representation. In the current article, claims against the common view of Bruner’s educational theory will be examined. Furthermore, the current article will discuss his educational theory with reference to the general findings of cognitive science, which his claims correspond to, on the whole. It is time for modern education to benefit from his educational theory and catch up with the advances in cognitive science and active learning. | |||||
| 書誌情報 |
名古屋学院大学論集 社会科学篇 en : THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of Nagoya Gakuin University; SOCIAL SCIENCES 巻 54, 号 1, p. 129-146, 発行日 2017-07-31 |
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| 出版者 | ||||||
| 出版者 | 名古屋学院大学総合研究所 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0385-0048 | |||||
