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  1. 紀要類・刊行物等
  2. 教育学研究科
  3. 子ども学論集 第11巻

生成AIを活用した小学校社会科授業開発

https://hbg.repo.nii.ac.jp/records/2000270
https://hbg.repo.nii.ac.jp/records/2000270
b46794c7-1364-44a1-bdd1-a39143c9b0c5
名前 / ファイル ライセンス アクション
kr11-04.pdf kr11-04.pdf (658.8 KB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2025-03-20
タイトル
タイトル 生成AIを活用した小学校社会科授業開発
言語 ja
タイトル
タイトル Developing Elementary School Social Studies Lessons Utilizing Generative AI
言語 en
言語
言語 jpn
キーワード
主題Scheme Other
主題 生成AI
キーワード
主題Scheme Other
主題 Generative AI
キーワード
主題Scheme Other
主題 ChatGPT
キーワード
主題Scheme Other
主題 小学校社会科
キーワード
主題Scheme Other
主題 Elementary School Social Studies
キーワード
主題Scheme Other
主題 授業開発
キーワード
主題Scheme Other
主題 Lesson Development
キーワード
主題Scheme Other
キーワード
主題Scheme Other
キーワード
主題Scheme Other
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
著者 二階堂,年惠

× 二階堂,年惠

ja 二階堂,年惠

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西本,聖史

× 西本,聖史

ja 西本,聖史

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川上,秀和

× 川上,秀和

ja 川上,秀和

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×

ja
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ja

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著者(英)
姓名 Nikaido,Toshie
言語 en
著者(英)
姓名 Nishimoto,Kiyoshi
言語 en
著者(英)
姓名 Kawakami,Hidekazu
言語 en
著者(英)
言語 en
著者(英)
言語 en
著者ID
内容記述タイプ Abstract
内容記述 This paper explores the integration of generative artificial intelligence (AI) into elementary school social studies lessons, specifically, how students can engage with and utilize generative AI appropriately by addressing its relationship with information literacy, its advantages and disadvantages, privacy considerations, and ways of increasing the depth of classroom discussions while introducing new perspectives. The study focuses on methods to ensure that children accept and effectively use generative AI in their learning processes.This lesson utilized ChatGPT, developed by OpenAI. The teacher operated ChatGPT on a single computer and shared the AI-generated responses with the students. During the fourth lesson stage (the fifth and sixth class sessions), students revisited a prior unit on the fishing industry. They summarized their thoughts on the future of Japan’s fisheries, proposing solutions such as increasing the number of people working in the fishing industry and advancing mechanization. The teacher inputted these student-generated ideas into ChatGPT and posed questions to increase understanding and introduce new perspectives. The teacher then prompted the AI to simulate the students’ proposed solutions, presenting the outcomes and impacts of their ideas. This simulation allowed students to understand the real-world implications of their proposals. For instance, when students suggested measures like avoiding overfishing to protect and sustain marine life, the AI highlighted both positive outcomes?such as the promotion of sustainable fishing practices that secure the future of the industry?and negative consequences, including the risk of environmental degradation if individuals fail to adhere to regulations. These findings demonstrated that the lesson encourages students to engage in deeper dialogue with generative AI while refining and expanding their ideas. Through this approach, the study revealed that integrating generative AI into social studies lessons fosters critical thinking and enhances students’ability to analyze complex issues. The lesson promoted a more nuanced understanding of sustainability and ethical decision-making by actively involving students in refining their ideas through AI-driven simulations. These outcomes underscore the potential of generative AI as a valuable tool for enriching elementary education.
言語 en
bibliographic_information 子ども学論集

号 11, p. 41-64, 発行日 2025-03-20
出版者
出版者 広島文化学園大学大学院教育学研究科
item_10002_source_id_9
収録物識別子タイプ ISSN
収録物識別子 21878145
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