Journal Article 倫理領域における初学者と専門科学者の学びの相違について : スキーマとナラティブズの観点から

吉岡, 真梨子  ,  畠中, 和生  ,  青木, 多寿子

(2)  , pp.11 - 21 , 2015-03-31 , 学習システム促進研究センター (RIDLS)
This study investigated the differences between the learning process (the paper writing process) of a specialized scientist and that of graduate students (the process of understanding a paper) in the field of ethics. The selected paper was “On the Main Topics of Biosphere Ethics: From the Viewpoint of Philosophical Ethics” by Kazuo Hatakenaka (2005, 2006). As a method of transforming a student’s learning process into a process of the scientist conducting the research study, graduate students organized their understanding of the paper using summaries and figures, which is a method often utilized in classrooms. In addition, Prof. Hatakenaka was interviewed in order to supplement her understanding of the paper. As a result, we found that a lack of schema of the graduate student was the reason for inadequate understanding of the text, but it could be overcome by investing more time in the process of understanding the paper. However, we also found that this method did not enable a deep understanding of underlying messages of the author. In the field of ethics, there are not always concrete examples as like is the case in the fields of natural sciences and engineering. Therefore, to understand the paper precisely in the field of ethics, a beginning learner could have limits just activating her/his schemas. This study suggested a possibility that narratives could establish contexts to understand them correctly using her/his schemas. We need more studies to investigate learning methods for understanding messages of specialized scientists deeply in the field of ethics.

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