本研究では,高校生のペアでの問題解決に焦点をあて,他者と相互に知識を関連づける協同過程を通じて,概念的理解をともなう知識統合が個人内の変化としてどのように促進されるかを検討した。問題解決方略の質的変化(複数の知識を個別に説明する方略から複数の知識を関連づけて包括的に説明する方略への変化)が想定される数学的問題を事前課題-介入(協同または単独)-事後課題のデザインで実施した。実験1では(1)協同条件では単独条件よりも事前から事後にかけての解決方略の質的変化が生じやすいこと,(2)協同場面での複数の要素を関連づけた説明が事後課題での包括的説明方略の適用と関連が強いことが示された。実験2では,方略の質的変化をより促進するため,介入課題において,実験1の教示(以後,一括教示)と比べて,要素の関連づけ過程やその前段階の要素の抽出過程の活性化を目指した段階的教示を行った。その結果,(1)段階的教示では,事前から事後にかけての方略変化が一括教示よりも生じやすく,協同条件でその促進効果が顕著であること,(2)方略の質的変化が生じる協同過程では,ペアで相互に知識を構築する協同過程がみられることが示された。

The present study examined how peer collaboration facilitates high school students' individual knowledge integration, focusing on the process of co-constructing knowledge. Knowledge integration was measured by the qualitative change from a problem-solving strategy that refers to each of various ideas to a strategy that integrates those ideas comprehensively. Tenth graders (N=70 in Experiment 1; N=75 in Experiment 2) solved mathematical problems in 3 sessions: pre-test, intervention (2 conditions: Pair or Single), and post-test. The results of Experiment 1 indicated that (a) the Pairs tended to change their strategies more often than the Singles, and (b) those students who had linked multiple elements during the Pair intervention often used the strategy of comprehensive explanation in the post-test. Experiment 2 examined the effect of stepped instruction in the intervention (compared to the general instruction used in Experiment 1) on the students' strategy changes. The results showed that (a) the Pairs who were given the stepped instruction changed their strategies more often than the Pairs who had been given the general instruction, and also more often than the Singles; and (b) the Pairs who changed their strategies had co-constructed knowledge during the intervention.