@article{oai:kutarr.kochi-tech.ac.jp:00000166,
 author = {田島, 充士},
 issue = {3},
 journal = {心理学評論},
 month = {},
 note = {In the present study, the structure of “conceptual change” was investigated from the perspective of Vygotsky's theory. This study refers to the rote learning of scientific concepts that enables learners to use such concepts in only one context as “partial understanding” and refers to the ability to generalize the application of such concepts beyond those contexts as “recontextualization” (van Oers，1998). According to Vygotsky's theory, recontextualization involves the ability to connect knowledge, nurtured in different contexts, during dialogic interactions. To promote the use of conceptual change in terms of recontextualization, we examined the effect of educational support based on “revoicing” (O'Connor & Michaels, 1996) on facilitating productive discussions among learners. The possibility of using interventions based on revoicing for diverse educational purposes including social skills training is also discussed.},
 pages = {342--357},
 title = {再文脈化としての概念変化 -ヴィゴツキー理論の観点から-},
 volume = {54},
 year = {2011}
}