Continuity and Discontinuity of Learning in High School-University Articulation : The Narratives of Students Who Experienced Inquiry-Based Learning in High School

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  • 高大接続における学習の連続性と非連続性の検討 --高校で探究学習を経験した学生の語りの分析を通して--
  • コウダイ セツゾク ニ オケル ガクシュウ ノ レンゾクセイ ト ヒレンゾクセイ ノ ケントウ : コウコウ デ タンキュウ ガクシュウ オ ケイケン シタ ガクセイ ノ カタリ ノ ブンセキ オ トオシテ

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“Articulation” has two aspects: continuity and discontinuity. The high school-university articulation, with the universalization of university education, has required not only a selection mechanism but also a curriculum articulation. Conventionally, several special educational programs for university freshmen have been provided to ensure the continuity of the curriculum. In addition, nowadays, inquiry-based learning in high school is intended to connect with learning in university. However, these two approaches have exclusively focused on the continuity aspect, while neglecting the discontinuity aspect. The purpose of this paper is to examine the articulation between inquiry-based learning in high school and learning in university from both aspects of continuity and discontinuity and to propose a new perspective on the high school-university articulation. We conducted semi-structured interviews with sophomores and juniors who had experienced inquiry-based learning in high school and analyzed their narratives with SCAT (Steps for Coding and Theorization). As a result, we found that, in contrast to continuity in academic skills, the students (especially in STEM departments) felt discontinuity in higher-order integrative skills in the lower years of university because they had very few opportunities to use those skills until graduation thesis in their senior year. However, even if students experience discontinuity, inquiry-based learning in high school is still significant in that it can give meaning to the learning of basic knowledge and skills in the early years of university with a long-term prospect on research in the fourth year and beyond. This suggests it is necessary to extend the sphere of the high school-university articulation to include the four years of university education, and to design a multilayered curriculum that includes not only the continuity, but also the discontinuity experienced by students.

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