Moving toward a pedagogy of questioning: A Change Laboratory for creating alternatives to school instruction
School learning has been increasingly criticised for remaining encapsulated within disciplinary knowledge and focused on ready-made answers. This study investigates how instruction can move toward alternative developmental directions through a Change Laboratory intervention grounded in cultural-his...
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| Format: | Article ou chapitre numérique |
| Język: | Français |
| Wydane: |
2026
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| Hasła przedmiotowe: | |
| Dostęp online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Streszczenie: | School learning has been increasingly criticised for remaining encapsulated within disciplinary knowledge and focused on ready-made answers. This study investigates how instruction can move toward alternative developmental directions through a Change Laboratory intervention grounded in cultural-historical activity theory. A year-long formative intervention with teachers at a Japanese elementary school was analysed using the expansive learning framework. The intervention enabled teachers to identify contradictions between integrated and subject education and to collaboratively model new pedagogical solutions. Through cycles of questioning, analysing, modelling, and experimentation, teachers developed a germ-cell concept centred on children’s questions and teachers’ responsive affirmations. This evolved into a cross-curricular inquiry-based approach described as a pedagogy of questioning. The findings show expansive transformation along two interconnected dimensions—temporal expansion beyond skin-deep learning and socio-spatial expansion beyond encapsulated school learning. This enabled proximal development in school instruction and demonstrated how Change Laboratories can support alternatives to traditional school instruction.
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