理科が関わる学習の転移に関する諸外国を中心とした研究動向
学習の転移とは，学習者の習得した知識や技能，解決方法を異なる場面に活かすことである。学習の転移に関する研究は過去1世紀に渡り行われているものの，理科教育の観点から学習の転移に関する研究を国内で行っているものは少ないという現状がある。本研究では，理科が関わる学習の転移に関する研究が多く報告されている諸外国の文献をレビューすることで，学習の転移に関する研究動向を把握し，今後の転移研究において留意すべき点を検討した。論文検索プラットフォームWeb of Scienceを利用して論文を収集，分析した結果，理論的検討，実態調査，授業実践という3つのタイプに分類することができるとともに，これらの研究を通し...
Saved in:
| Published in | 理科教育学研究 Vol. 62; no. 1; pp. 23 - 35 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | Japanese |
| Published |
一般社団法人 日本理科教育学会
30.07.2021
|
| Subjects | |
| Online Access | Get full text |
| ISSN | 1345-2614 2187-509X |
| DOI | 10.11639/sjst.sp20018 |
Cover
| Abstract | 学習の転移とは，学習者の習得した知識や技能，解決方法を異なる場面に活かすことである。学習の転移に関する研究は過去1世紀に渡り行われているものの，理科教育の観点から学習の転移に関する研究を国内で行っているものは少ないという現状がある。本研究では，理科が関わる学習の転移に関する研究が多く報告されている諸外国の文献をレビューすることで，学習の転移に関する研究動向を把握し，今後の転移研究において留意すべき点を検討した。論文検索プラットフォームWeb of Scienceを利用して論文を収集，分析した結果，理論的検討，実態調査，授業実践という3つのタイプに分類することができるとともに，これらの研究を通して学習の転移が促進される条件や転移を促進させるための指導法が検討されていることが明らかとなった。一方，学習の転移に関する研究は，個々の研究によって想定している転移の文脈が異なることも示された。このため，実践研究において指導法の有効性を検討する場合，どのような文脈に転移することを想定するのかについて論考し，論文中にも明記しておく必要がある。また，転移の実態調査研究においては，転移課題に用いる内容や調査の実施時期といった調査手法について詳細な検討をすべきであることなどが明らかとなった。 |
|---|---|
| AbstractList | 学習の転移とは，学習者の習得した知識や技能，解決方法を異なる場面に活かすことである。学習の転移に関する研究は過去1世紀に渡り行われているものの，理科教育の観点から学習の転移に関する研究を国内で行っているものは少ないという現状がある。本研究では，理科が関わる学習の転移に関する研究が多く報告されている諸外国の文献をレビューすることで，学習の転移に関する研究動向を把握し，今後の転移研究において留意すべき点を検討した。論文検索プラットフォームWeb of Scienceを利用して論文を収集，分析した結果，理論的検討，実態調査，授業実践という3つのタイプに分類することができるとともに，これらの研究を通して学習の転移が促進される条件や転移を促進させるための指導法が検討されていることが明らかとなった。一方，学習の転移に関する研究は，個々の研究によって想定している転移の文脈が異なることも示された。このため，実践研究において指導法の有効性を検討する場合，どのような文脈に転移することを想定するのかについて論考し，論文中にも明記しておく必要がある。また，転移の実態調査研究においては，転移課題に用いる内容や調査の実施時期といった調査手法について詳細な検討をすべきであることなどが明らかとなった。 |
| Author | 堀田, 晃毅 松浦, 拓也 |
| Author_xml | – sequence: 1 fullname: 堀田, 晃毅 organization: 広島大学大学院教育学研究科 – sequence: 1 fullname: 松浦, 拓也 organization: 広島大学大学院人間社会科学研究科 |
| BookMark | eNo9kE9LAkEchocwyMxjH2NtfjO7s7PHkv6B0MWg2zLOzpZiJrteOq5BF4NUyogOhUQWYscQJPww07L2LVKKLu97eOCF91lFqdpZTSG0DjgHwKizEVbCRi6sE4yBL6E0AW4bFnaOUigN1LQMwsBcQdkwLJcwZjbj1DTTqJi0L5NBR0dX372-bl7rZisevSTTro7eZ5N-MpjoaLhA0f0czYbj-LkXP3zqZvdrPIqnFzp61dGdjh6Tp5vk7SNu3cbtzhpa9kU1VNm_zqDDne1ifs8oHOzu5zcLRgU4EYYP0lOUE89k2KNSAbcswWlJeTbHhGHHUYzaEpQnuS8FA8_xibJ9wIxwLEs0g7Z-d-fXxbFy60H5VATnrggaZVlV7kKJy4gLi_hT8w_liQjciqA_asJ-IQ |
| ContentType | Journal Article |
| Copyright | 2021 日本理科教育学会 |
| Copyright_xml | – notice: 2021 日本理科教育学会 |
| DOI | 10.11639/sjst.sp20018 |
| DatabaseTitleList | |
| DeliveryMethod | fulltext_linktorsrc |
| EISSN | 2187-509X |
| EndPage | 35 |
| ExternalDocumentID | article_sjst_62_1_62_sp20018_article_char_ja |
| GroupedDBID | ALMA_UNASSIGNED_HOLDINGS JSF KQ8 RJT |
| ID | FETCH-LOGICAL-j182a-f1cde382d460d3ce1855a83bed78026099e637c1edc8fca61d9f2e7f106280cb3 |
| ISSN | 1345-2614 |
| IngestDate | Wed Sep 03 06:31:13 EDT 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | false |
| IsScholarly | false |
| Issue | 1 |
| Language | Japanese |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-j182a-f1cde382d460d3ce1855a83bed78026099e637c1edc8fca61d9f2e7f106280cb3 |
| OpenAccessLink | https://www.jstage.jst.go.jp/article/sjst/62/1/62_sp20018/_article/-char/ja |
| PageCount | 13 |
| ParticipantIDs | jstage_primary_article_sjst_62_1_62_sp20018_article_char_ja |
| PublicationCentury | 2000 |
| PublicationDate | 2021/07/30 |
| PublicationDateYYYYMMDD | 2021-07-30 |
| PublicationDate_xml | – month: 07 year: 2021 text: 2021/07/30 day: 30 |
| PublicationDecade | 2020 |
| PublicationTitle | 理科教育学研究 |
| PublicationTitleAlternate | 理科教育学研究 |
| PublicationYear | 2021 |
| Publisher | 一般社団法人 日本理科教育学会 |
| Publisher_xml | – name: 一般社団法人 日本理科教育学会 |
| References | 藤田敦（2012）「科学的知識の転移可能性と概念操作の関係」『日本教育心理学会総会発表論文集』第54号，79. Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. Sasson, I., & Dori, Y. J. (2015). A three-attribute transfer skills framework—part II: Applying and assessing the model in science education. Chemistry Education Research and Practice, 16(1), 154–167. Christopher Smith, K., & Villarreal, S. (2015). Using animations in identifying general chemistry students’ misconceptions and evaluating their knowledge transfer relating to particle position in physical changes. Chemistry Education Research and Practice, 16(2), 273–282. Potgieter, M., Harding, A., & Engelbrecht, J. (2008). Transfer of algebraic and graphical thinking between mathematics and chemistry. Journal of Research in Science Teaching, 45(2), 197–218. Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2010). Concept development and transfer in context—based science education. International Journal of Science Education, 33(6), 817–837. Norman, G. (2009). Teaching basic science to optimize transfer. Medical Teacher, 31(9), 807–811. Khishfe, R. (2013). Transfer of nature of science understandings into similar contexts: Promises and possibilities of an explicit reflective approach. International Journal of Science Education, 35(17), 2928–2953. Khishfe, R. (2019). The transfer of nature of science understandings: A question of similarity and familiarity of contexts. International Journal of Science Education, 41(9), 1159–1180. 中村大輝・山根悠平・西内舞・雲財寛（2019）「理数科教育におけるテクノロジー活用の効果―メタ分析を通した研究成果の統合―」『科学教育研究』第43巻，第2号，82–91 Chase, C. C., Marks, J., Malkiewich, L. J., & Connolly, H. (2019). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education, 6(1). Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1–24). Ablex Publishing. 大久保街亜・岡田謙介（2012）『伝えるための心理統計 効果量・信頼区間・検定力』勁草書房 堀田晃毅・松浦拓也（2020）「理科が関わる学習の転移の研究動向に関する一考察：国内の研究事例を中心として」『日本理科教育学会全国大会発表論文集』第18号，207. Malkiewich, L. J., & Chase, C. C. (2019). Focusing processes: Potential pathways for transfer of science concepts from an engineering task. International Journal of Science Education, 9(2), 1–21. Nakakoji, Y., & Wilson, R. (2018). First-year mathematics and its application to science: Evidence of transfer of learning to physics and engineering. Education Sciences, 8(1), 8. 犬塚美輪（2018）『認知心理学の視点：頭の働きの科学』サイエンス社 Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451–467. Piksööt, J., & Sarapuu, T. (2014). Supporting students’ knowledge transfer in modeling activities. Journal of Educational Computing Research, 50(2), 213–229. Lachner, A., Ly, K. T., & Nückles, M. (2017). Providing written or oral explanations? Differential effects of the modality of explaining on students’ conceptual learning and transfer. The Journal of Experimental Education, 86(3), 344–361. Foong, C. C., & Daniel, E. G. S. (2013). Students’ argumentation skills across two socio-scientific issues in a confucian classroom: Is transfer possible? International Journal of Science Education, 35(14), 2331–2355. Nietfeld, J. L. (2020). Predicting transfer from a game-based learning environment. Computers & Education, 146. Orton, J. M., Anggoro, F. K., & Jee, B. D. (2012). Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept. Educational Studies, 38(4), 473–477. Kubsch, M., Touitou, I., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2020). Transferring knowledge in a knowledge-in-use task—Investigating the role of knowledge organization. Education Sciences, 10(1), 20. Ucar, S. (2014). The effects of simulation-based and model-based education on the transfer of teaching with regard to Moon phases. Journal of Baltic Science Education, 13(3), 327–338. 山田剛史・井上俊哉（2012）『メタ分析入門 心理・教育研究の系統的レビューのために』東京大学出版会 Cormier, S. M., & Hagman, J. D. (Eds.). (1987). The educational technology series.Transfer of learning: Contemporary research and applications. Academic Press. Solomon, I. (1994). Analogical transfer and “functional fixedness” in the science classroom. The Journal of Educational Research, 87(6), 371–377. 服部雅史（2016）「第8章 思考」御領謙・江草浩幸 菊地正（共著）『最新 認知心理学への招待：心の働きとしくみを探る［改訂版］』サイエンス社 Lin, S. Y., & Singh, C. (2013). Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem. Physical Review Special Topics—Physics Education Research, 9(2). 中山迅・大塲裕子・猿田祐嗣（2004）「科学理論と現象を関係づける力を育てる教育課程の必要性―酸化・燃焼に関するTIMSS理科の論述形式課題に対する回答分析から―」『科学教育研究』第28巻，第1号，25–33. Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306–355. Penuel, W. R., Turner, M. L., Jacobs, J. K., Horne, K., & Sumner, T. (2019). Developing tasks to assess phenomenon—based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education, 103(6), 1367–1395. Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, 8(3), 247–261. Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research, 42(2), 119–139. ハッティ，J.（原著）（2018）山森光陽（翻訳）『教育の効果：メタ分析による学力に影響を与える要因の効果の可視化』図書文化．（Original work published 2009） Chase, C. C., Malkiewich, L., & Kumar, A. (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education, 103(2), 440–471. Perkins, D. N., & Salomon, G. (1994). Transfer of learning. In Husén, T & Postlethwaite (Eds.), The international encyclopedia of education, second edition (pp. 6452–6457). Pergamon Press. Gomez Ferragud, C. B., Solaz Portolés, J. J., & Sanjosé López, V. (2015). Effects of topic familiarity on analogical transfer in problem-solving: A think-aloud study of two singular cases. Eurasia Journal of Mathematics, Science & Technology Education, 11(4), 875–887. Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. Keiler, L. S. (2007). Students’ Explanations of their data handling: Implications for transfer of learning. International Journal of Science Education, 29(2), 151–172. Falloon, G. (2020). From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks. British Journal of Educational Technology, 51(6),778–797. Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90(6), 986–1004. 米国学術研究推進会議（2002）『授業を変える：認知心理学のさらなる挑戦』北大路書房．（Original work published 2000） Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge University Press. Dori, Y. J., & Sasson, I. (2013). A three-attribute transfer skills framework—part I: Establishing the model and its relation to chemical education. Chemistry Education Research and Practice, 14(4), 363–375. Judd, C. H. (1908). The relation of special training and general intelligence. Educational Review, 18(4), 28–42. 白水始（2012）「認知科学と学習科学における知識の転移」『人工知能学会誌』第27巻，第4号，347–358. Brookes, D. T., Ross, B. H., & Mestre, J. P. (2011). Specificity, transfer, and the development of expertise. Physical Review Special Topics—Physics Education Research, 7(1). Engle, R. A., Lam, D. P., Meyer, X. S., & Nix, S. E. (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47(3), 215–231. Andreucci, C., Chatoney, M., & Ginestie, J. (2010). The systemic approach to technological education: Effects of transferred learning in resolving a physics problem. International Journal of Technology and Design Education, 22(3), 281–296. |
| References_xml | – reference: 山田剛史・井上俊哉（2012）『メタ分析入門 心理・教育研究の系統的レビューのために』東京大学出版会． – reference: Perkins, D. N., & Salomon, G. (1994). Transfer of learning. In Husén, T & Postlethwaite (Eds.), The international encyclopedia of education, second edition (pp. 6452–6457). Pergamon Press. – reference: Cormier, S. M., & Hagman, J. D. (Eds.). (1987). The educational technology series.Transfer of learning: Contemporary research and applications. Academic Press. – reference: Engle, R. A., Lam, D. P., Meyer, X. S., & Nix, S. E. (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47(3), 215–231. – reference: 服部雅史（2016）「第8章 思考」御領謙・江草浩幸 菊地正（共著）『最新 認知心理学への招待：心の働きとしくみを探る［改訂版］』サイエンス社． – reference: Potgieter, M., Harding, A., & Engelbrecht, J. (2008). Transfer of algebraic and graphical thinking between mathematics and chemistry. Journal of Research in Science Teaching, 45(2), 197–218. – reference: Chase, C. C., Marks, J., Malkiewich, L. J., & Connolly, H. (2019). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education, 6(1). – reference: 藤田敦（2012）「科学的知識の転移可能性と概念操作の関係」『日本教育心理学会総会発表論文集』第54号，79. – reference: Ucar, S. (2014). The effects of simulation-based and model-based education on the transfer of teaching with regard to Moon phases. Journal of Baltic Science Education, 13(3), 327–338. – reference: Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, 8(3), 247–261. – reference: Brookes, D. T., Ross, B. H., & Mestre, J. P. (2011). Specificity, transfer, and the development of expertise. Physical Review Special Topics—Physics Education Research, 7(1). – reference: Lachner, A., Ly, K. T., & Nückles, M. (2017). Providing written or oral explanations? Differential effects of the modality of explaining on students’ conceptual learning and transfer. The Journal of Experimental Education, 86(3), 344–361. – reference: Solomon, I. (1994). Analogical transfer and “functional fixedness” in the science classroom. The Journal of Educational Research, 87(6), 371–377. – reference: Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. – reference: Foong, C. C., & Daniel, E. G. S. (2013). Students’ argumentation skills across two socio-scientific issues in a confucian classroom: Is transfer possible? International Journal of Science Education, 35(14), 2331–2355. – reference: Chase, C. C., Malkiewich, L., & Kumar, A. (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education, 103(2), 440–471. – reference: 大久保街亜・岡田謙介（2012）『伝えるための心理統計 効果量・信頼区間・検定力』勁草書房． – reference: Lin, S. Y., & Singh, C. (2013). Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem. Physical Review Special Topics—Physics Education Research, 9(2). – reference: Khishfe, R. (2013). Transfer of nature of science understandings into similar contexts: Promises and possibilities of an explicit reflective approach. International Journal of Science Education, 35(17), 2928–2953. – reference: 中村大輝・山根悠平・西内舞・雲財寛（2019）「理数科教育におけるテクノロジー活用の効果―メタ分析を通した研究成果の統合―」『科学教育研究』第43巻，第2号，82–91 – reference: Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451–467. – reference: Nakakoji, Y., & Wilson, R. (2018). First-year mathematics and its application to science: Evidence of transfer of learning to physics and engineering. Education Sciences, 8(1), 8. – reference: Piksööt, J., & Sarapuu, T. (2014). Supporting students’ knowledge transfer in modeling activities. Journal of Educational Computing Research, 50(2), 213–229. – reference: 犬塚美輪（2018）『認知心理学の視点：頭の働きの科学』サイエンス社． – reference: Sasson, I., & Dori, Y. J. (2015). A three-attribute transfer skills framework—part II: Applying and assessing the model in science education. Chemistry Education Research and Practice, 16(1), 154–167. – reference: Khishfe, R. (2019). The transfer of nature of science understandings: A question of similarity and familiarity of contexts. International Journal of Science Education, 41(9), 1159–1180. – reference: Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90(6), 986–1004. – reference: ハッティ，J.（原著）（2018）山森光陽（翻訳）『教育の効果：メタ分析による学力に影響を与える要因の効果の可視化』図書文化．（Original work published 2009） – reference: Keiler, L. S. (2007). Students’ Explanations of their data handling: Implications for transfer of learning. International Journal of Science Education, 29(2), 151–172. – reference: Gomez Ferragud, C. B., Solaz Portolés, J. J., & Sanjosé López, V. (2015). Effects of topic familiarity on analogical transfer in problem-solving: A think-aloud study of two singular cases. Eurasia Journal of Mathematics, Science & Technology Education, 11(4), 875–887. – reference: 中山迅・大塲裕子・猿田祐嗣（2004）「科学理論と現象を関係づける力を育てる教育課程の必要性―酸化・燃焼に関するTIMSS理科の論述形式課題に対する回答分析から―」『科学教育研究』第28巻，第1号，25–33. – reference: Andreucci, C., Chatoney, M., & Ginestie, J. (2010). The systemic approach to technological education: Effects of transferred learning in resolving a physics problem. International Journal of Technology and Design Education, 22(3), 281–296. – reference: Judd, C. H. (1908). The relation of special training and general intelligence. Educational Review, 18(4), 28–42. – reference: Norman, G. (2009). Teaching basic science to optimize transfer. Medical Teacher, 31(9), 807–811. – reference: Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research, 42(2), 119–139. – reference: 米国学術研究推進会議（2002）『授業を変える：認知心理学のさらなる挑戦』北大路書房．（Original work published 2000） – reference: 白水始（2012）「認知科学と学習科学における知識の転移」『人工知能学会誌』第27巻，第4号，347–358. – reference: Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306–355. – reference: Nietfeld, J. L. (2020). Predicting transfer from a game-based learning environment. Computers & Education, 146. – reference: Malkiewich, L. J., & Chase, C. C. (2019). Focusing processes: Potential pathways for transfer of science concepts from an engineering task. International Journal of Science Education, 9(2), 1–21. – reference: Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge University Press. – reference: Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. – reference: Penuel, W. R., Turner, M. L., Jacobs, J. K., Horne, K., & Sumner, T. (2019). Developing tasks to assess phenomenon—based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education, 103(6), 1367–1395. – reference: Orton, J. M., Anggoro, F. K., & Jee, B. D. (2012). Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept. Educational Studies, 38(4), 473–477. – reference: 堀田晃毅・松浦拓也（2020）「理科が関わる学習の転移の研究動向に関する一考察：国内の研究事例を中心として」『日本理科教育学会全国大会発表論文集』第18号，207. – reference: Christopher Smith, K., & Villarreal, S. (2015). Using animations in identifying general chemistry students’ misconceptions and evaluating their knowledge transfer relating to particle position in physical changes. Chemistry Education Research and Practice, 16(2), 273–282. – reference: Dori, Y. J., & Sasson, I. (2013). A three-attribute transfer skills framework—part I: Establishing the model and its relation to chemical education. Chemistry Education Research and Practice, 14(4), 363–375. – reference: Kubsch, M., Touitou, I., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2020). Transferring knowledge in a knowledge-in-use task—Investigating the role of knowledge organization. Education Sciences, 10(1), 20. – reference: Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2010). Concept development and transfer in context—based science education. International Journal of Science Education, 33(6), 817–837. – reference: Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1–24). Ablex Publishing. – reference: Falloon, G. (2020). From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks. British Journal of Educational Technology, 51(6),778–797. |
| SSID | ssib006768344 ssj0003239287 ssib001108677 |
| Score | 1.8692026 |
| Snippet | 学習の転移とは，学習者の習得した知識や技能，解決方法を異なる場面に活かすことである。学習の転移に関する研究は過去1世紀に渡り行われているものの，理科教育の観... |
| SourceID | jstage |
| SourceType | Publisher |
| StartPage | 23 |
| SubjectTerms | 学習の転移 指導法の効果 研究動向のレビュー |
| Title | 理科が関わる学習の転移に関する諸外国を中心とした研究動向 |
| URI | https://www.jstage.jst.go.jp/article/sjst/62/1/62_sp20018/_article/-char/ja |
| Volume | 62 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| ispartofPNX | 理科教育学研究, 2021/07/30, Vol.62(1), pp.23-35 |
| journalDatabaseRights | – providerCode: PRVAFT databaseName: Open Access Digital Library customDbUrl: eissn: 2187-509X dateEnd: 99991231 omitProxy: true ssIdentifier: ssj0003239287 issn: 1345-2614 databaseCode: KQ8 dateStart: 20130101 isFulltext: true titleUrlDefault: http://grweb.coalliance.org/oadl/oadl.html providerName: Colorado Alliance of Research Libraries |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Pa9RAFA-1XryIouJ_enCOqclMMpnBU7KbpSgKQgt7C5tJcthDFW0v3rKClwq2RSviQSlilVKPUijSL-ItLlu_he_NJrtZ2oOrsAxvZ9785s17mZ032XkzhnFLMStlHSczkyS2TJivYzO2Ms-E32PbUy7PmMB45_sP-MKSc7fttmdO_aztWlpdiefVsxPjSv7FqpAHdsUo2SksOwKFDKDBvpCChSH9KxuT0CPSIoIj4QNtk5CBb0hEg4SSSE58qnMoEa2KCEjoEr9JfF0raBFJy1p-SEJBgkDX0oBAl0XBJKBNpKwBCmQIhEZ2kA0ICTnNkgebcJAB2oUiaFSwCllUgF5FtHTrFpGOJiQJNCA0JF2NDEV23as-SQ8cmVFIgQIEdKLXk-DVQ6dZLNz7gXggr4UPoIaSWmDoPkjujvmhpEmCEInAReySH0VlusugtFb9zQq19StbazQWSsVgo5CChhpaLkfDai36uuWA6d5Dvo8fVNVQVI6a811NNMrqUygDABtE-rXJiTm4I3EYdDuf6jzw0DwTnL52fUbj9NjILacnVnN0hsfEHJ9CwWfF0dJ9irVwy50Y-wqjHZzlMx8hW8RpZGNSskdVIQYORl1YvZymHud4v8i9h7X_aPGSr1oUNIeVLyudTfSjGAXfXd9wOep4dUguiHi7LiC4j_BttBFT-4aL54yz5aJuzh8KdN6Y6XYuGIuD9ReDnY0if_l7a7vovSp6a_29z4PDzSL_dnSwPdg5KPJdLMrfQdHR7n7_01b__Y-it_lrf69_-LzIvxT52yL_MPj4evD1e3_tTX9946Kx1AoXGwtmeYeJ2YWVe8fMbJWkTNDE4VbCVArusdsRLE4TT-BxflKmnHnKThMlMtXhdiIzmnqZjbHNlorZJWN2-dFyetmYs1wlqKSZncCyh6durFyhmOzEieKcW-yKcWeohOjx8KCaaBojXf2v2teMM-MRdN2YXXmymt4Ab30lvqmN_gdipcME |
| linkProvider | Colorado Alliance of Research Libraries |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%E7%90%86%E7%A7%91%E3%81%8C%E9%96%A2%E3%82%8F%E3%82%8B%E5%AD%A6%E7%BF%92%E3%81%AE%E8%BB%A2%E7%A7%BB%E3%81%AB%E9%96%A2%E3%81%99%E3%82%8B%E8%AB%B8%E5%A4%96%E5%9B%BD%E3%82%92%E4%B8%AD%E5%BF%83%E3%81%A8%E3%81%97%E3%81%9F%E7%A0%94%E7%A9%B6%E5%8B%95%E5%90%91&rft.jtitle=%E7%90%86%E7%A7%91%E6%95%99%E8%82%B2%E5%AD%A6%E7%A0%94%E7%A9%B6&rft.au=%E5%A0%80%E7%94%B0%2C+%E6%99%83%E6%AF%85&rft.au=%E6%9D%BE%E6%B5%A6%2C+%E6%8B%93%E4%B9%9F&rft.date=2021-07-30&rft.pub=%E4%B8%80%E8%88%AC%E7%A4%BE%E5%9B%A3%E6%B3%95%E4%BA%BA%E3%80%80%E6%97%A5%E6%9C%AC%E7%90%86%E7%A7%91%E6%95%99%E8%82%B2%E5%AD%A6%E4%BC%9A&rft.issn=1345-2614&rft.eissn=2187-509X&rft.volume=62&rft.issue=1&rft.spage=23&rft.epage=35&rft_id=info:doi/10.11639%2Fsjst.sp20018&rft.externalDocID=article_sjst_62_1_62_sp20018_article_char_ja |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1345-2614&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1345-2614&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1345-2614&client=summon |