@article{oai:niigata-u.repo.nii.ac.jp:00007948,
 author = {中村, 恵子},
 journal = {現代社会文化研究, 現代社会文化研究},
 month = {Aug},
 note = {The idea of "constructivism" now pervades the educational literature. Constructivism implies that knowledge is always knowledge that a person constructs. It stresses the need to encourage greater participation by students in their appropriation of knowledge. The term "constructivism" is not commonly found in the philosophical lexicon. But philosophers outside education have been actively concerned with issues relevant to constructivism. They provide some much needed history of constructivist ideas in epistemology that deals with theory of knowledge. Both of the major types of constructivism -psychological constructivism and social constructivism-have important educational implications. Psychological construetivists focus on individual learning. The "unit of analysis" is the individual knower. For social construetivists, the correct unit is the social group or culture. In pragmatic social constructivism and activity theory, the "unit of analysis" is mediated action. The mediations are "instruments" and "community". Constructivism is used to characterize learning theory, teaching techniques, and a general pedagogical approach. The purpose of this study is to characterize constructivism as epistemology and pedagogy.},
 pages = {283--297},
 title = {教育における構成主義},
 volume = {21},
 year = {2001}
}