| 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
西本,聖史
川上,秀和
|
| 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 |
kr11-04.pdf (658.8 KB)
