Objectivism vs. Constructivism Re-visited : An Interpretation in Online and Distance Learning Environments

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type:P(論文)

本稿は,客観主義と構成主義という旧来対立項として考えられてきた知にたいするふたつの認識論を,遠隔教育のコンテクストにおいて再検討するものである.第一節では,心理学および教育学における両者の主張を歴史的に概観する.第二節では,両者が奉ずる学習過程とテクノロジー(もしくはメディア)による支援との関係を,遠隔教育の立場から論ずる.とりわけ,オンラインによる授業の設計は,客観主義・構成主義にもとづく知の様態のいずれをも遠隔教育において可能とするものであると考えられる.結論として,客観主義・構成主義をめぐる議論はある特定の教育コンテクストに付随するひとつの変数と考えられ,デジタル時代に育つ新たな世代の学習者たちの新たな「思考構造」により合致した知と学びの様態を表現する新たな知のパラダイムの必要性が示唆される.

This paper considers the two positions held towards the epistemology of knowledge, namely, transmission and construction, in the field of distance education. It first examines the historical discussions regarding the two positions as espoused in psychology and education. It then moves on to examine the new learning paradigm posited by Ertmer and Newby (1993) as a viable model of knowledge, which considers all the major stances towards knowledge and learning (behaviorism, congnitivism, and constructivism) to be a matter of levels that occur concurrently. Second, it looks at how distance education has supported these two positions via technology (or media) use in their actual application. The paper considers that the appropriate usage of technology, especially the introduction of online components in program/course design, could now support both transmission and construction models of learning in distance education. To conclude, the paper suggests that transmission vs. construction arguments may now be becoming a variable to be planned for and chosen in a given instructional context and that another paradigm shift of knowing and learning may be necessary that better explains the "thought structure" that learners of newer generations may have in education in this digital era.

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