Research on the social construction of cognitive differences in classroom settings and its transformation

本研究的目的是通过引入R. J. sternberg提出并发展的“思维方式”概念，探讨智力等认知差异在课堂环境中的社会建构，并评估干预这一过程的可能性。我们从理论上确定了思维方式这一概念在智力研究中的地位，特别是与斯滕伯格的研究相联系。我们发现并非所有的13种风格都与斯滕伯格的智力三分论中使用的成分一致。我们开发了四种日语版本的思维方式问卷：(1)成人短版，(2)教师自我评价版，(3)教师学习评价版，(4)学生评价版。虽然我们获得了合理的效度和信度，但似乎还需要进一步的改进。我们在一所小学的教室里做了五天的实地考察，每个月一天，连续五个月。我们得到了大约900分钟的师生互动录像，并对其进行了详细的转录和分析。我们还采访了老师关于她的学生，并让她回答了老师的思维方式问卷。我们发现评论、问卷调查结果和互动方式之间存在一些一致性和差异。对于未来的研究，我们提出有必要为教师、学生和家长设计认知差异的工具，包括可观察和可操作的类型，并与他们合作制定干预观察构建的教育计划。

The purpose of this research was to explore the social construction of cognitive differences such as intelligence in a classroom setting and to evaluate the possibility of intervention in this process by introducing there the concept of "thinking styles" which was proposed and developed by R. J. Sternberg.1. We theoretically placed the position of the concept of the thinking styles in the researches of intelligence, especially in relation to that of Sternberg. We found not all but some of the thirteen style were congruent with the components used in the Sternberg's triarchic theory of intelligence.2. We developed four Japanese versions of questionnaires for the thinking styles: (1) the short version for adults, (2) the version for teachers to evaluate themselves, (3) the version for teachers to evaluate their studies, and (4) the version for students. Although we obtained their reasonable validity and reliability, it appeared that some further refinements were required.3. We did fieldwork in a classroom of an elementary school for five days: one day a month, for five consecutive months. We got videotape recording for about nine hundred minutes of the teacher-student interaction, which was transcribed in detail and analyzed. We also interviewed the teacher about her students and had her respond to the thinking style questionnaires for teachers. We found some consistencies and discrepancies among the comments, the results of the questionnaires, and the way of interaction.For the future research, we proposed the need to design the tools for making the cognitive differences, including the styles, observable and manipulable for teachers, their students, and their parents, and to develop the educational program for intervening in the construction of the very observation in cooperation with them.