{"created":"2023-08-24T00:56:17.803621+00:00","id":2000003,"links":{},"metadata":{"_buckets":{"deposit":"7aa3d01e-abce-4630-89e6-78ef5140c456"},"_deposit":{"created_by":12,"id":"2000003","owner":"12","owners":[12],"pid":{"revision_id":0,"type":"depid","value":"2000003"},"status":"published"},"_oai":{"id":"oai:kyoei.repo.nii.ac.jp:02000003","sets":["61:1692682094086"]},"author_link":["1290"],"control_number":"2000003","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-08-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"8","bibliographicPageEnd":"33","bibliographicPageStart":"19","bibliographic_titles":[{"bibliographic_title":"共栄大学教育学部研究紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Bulletin of the Faculty of Education, Kyoei University","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿の目的は思考の過程を可視化する社会科教育評価の創造である。到達度評価では教師からの判定のための評価にはなり得ても学習者自身の学習改善の評価にはなり得ない。学習者の思考の過程を可視化することで教師による判定のための学力評価と学習者の育成のための学習評価の乖離現象を乗り越えることができる。そこで心理学や科学教育（日本では理科教育に相当）で注目されている概念変化理論，ラーニング・プログレッションズ（Learning Progressions．これ以降 LPs と略す）を社会科教育に応用し，思考の過程を評価する。その意義は次の 3 点である。第一に思考力をレベル化することで思考力を図るものさし（LPs）を作り思考の過程を可視化できる。第二に LPs により学習者は思考力進展の現状と目標を知ることができ，教師は学習者の思考力進展の過程と指導すべき手立てを知る方法を示せる。第三に LPs によりこれまでの到達度評価の限界を乗り越え無限に思考を進展させる道筋を示せる。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15067/0002000003","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"共栄大学教育学部","subitem_publisher_language":"ja"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2433-4367","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"橋本, 隆生","creatorNameLang":"ja"},{"creatorName":"ハシモト, タカオ","creatorNameLang":"ja-Kana"},{"creatorName":"Hashimoto, Takao","creatorNameLang":"en"}],"familyNames":[{"familyName":"橋本","familyNameLang":"ja"},{"familyName":"ハシモト","familyNameLang":"ja-Kana"},{"familyName":"Hashimoto","familyNameLang":"en"}],"givenNames":[{"givenName":"隆生","givenNameLang":"ja"},{"givenName":"タカオ","givenNameLang":"ja-Kana"},{"givenName":"Takao","givenNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"1290","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-08-24"}],"filename":"KJ02008-019.pdf","filesize":[{"value":"649 KB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"objectType":"fulltext","url":"https://kyoei.repo.nii.ac.jp/record/2000003/files/KJ02008-019.pdf"},"version_id":"07460296-9c0d-45f9-9f0d-3675d7d9cee9"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"思考の過程を可視化する社会科教育評価研究 －ラーニング・プログレションズ（Learning Progressions）による小学校歴史学習を事例に－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"思考の過程を可視化する社会科教育評価研究 －ラーニング・プログレションズ（Learning Progressions）による小学校歴史学習を事例に－","subitem_title_language":"ja"},{"subitem_title":"Social studies evaluation method research that visualizes the process of thinking －A case study of elementary school history learning by Learning Progressions－","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"12","path":["1692682094086"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2023-08-25"},"publish_date":"2023-08-25","publish_status":"0","recid":"2000003","relation_version_is_last":true,"title":["思考の過程を可視化する社会科教育評価研究 －ラーニング・プログレションズ（Learning Progressions）による小学校歴史学習を事例に－"],"weko_creator_id":"12","weko_shared_id":-1},"updated":"2023-12-07T05:46:22.309429+00:00"}