ICSにおける"knowledge-building"アプローチと総合学習

The aim of this paper is to examine the idea and the practice of "the knowledge-building" approach in ICS which, I believe, will provide many practical ideas for "integrated learning" that we will apply in our school from 2002. Marlene Scardamalia and Carl Bereiter explain their approach in short paper whose title is "Schools as Knowledge-building Organization". They say schools are traditionally and typically service organizations where students are treated as chants. According to them, however, students are not cliants but "participants" and "comtributors" in schools as a learning organization. They emphasize the importance of a complete shift from students as cliants to students as participants in a learning organization. They focused on the differences between "project-based learning" and "problem-based learning". "Problem-based learning" often consists of set problems, such as diagnosing a medical case, explaining a demonstrated scientific phenomenon, or planning a trip to Mars. "Project-based learning", by contrast, is often focused on the production of tangible products, such as multimedia presentations, whereas the focus in knowledge building is on the knowledge itself, with the physical representation being secondary. It is characteristic that their experimental approach tries to break down the isolation of students, classrooms and schools and link them to other students, classrooms and schools, furthermore, to science and art museums, educational researchers, subject-matter specialists, and research scientists. There is "two-way interaction" in this knowledge building community. I believe that there are many implications in the "knowledge-building" approach for the models we should rely on in introducing "integrated learning" in Japan. What we are able to learn here, in my view, is the idea that teachers and students should learn and grow each other as "participants" and "contributors" to school as a knowledge soceity