理科を通した科学的リテラシー形成に関する研究

概要

論文の詳細を見る
The major objectives of this study were, to consider the substantive academic achievement as the purposes of science teaching in term of scientific literacy and to construct an exemplar of elementary school science curriculum with special emphasis on such achievements. Scientific literacy could be defined as functional skills in daily life closely related to science and technology. Based on the analyses of criteria for assessing students' learning and contents of textbooks in elementary school science, it was made clear that current science curriculum is still discipline-oriented and less emphases is placed on such functional aspect of academic achievement. Three kinds of modular-type materials which supplement and reinforce the present curriculum in order to foster scientific literacy, were developed. They were, (1) additional materials which can be interpolated in the existent science contents, including the topics on science and technology in daily life, (2) new materials which can be exchanged with the existent contents, using the local natural resources with a focus on the development of environmental literacy, and (3) cross-curricular materials which integrate the existent contents, across the subject areas, in view of science and technology in daily life and environmental proection. Each of these modular-type units was implemented in order to evaluate its feasibility and practicability. To develop scientific literacy through science teaching in school, knowledge of science and technology appropriate to the society and culture must be filtered out and transformed into learning experiences, thus the curriculum should have relevance to the daily lives of the students.
熊本大学の論文
1999-03-12

理科を通した科学的リテラシー形成に関する研究

スポンサーリンク

概要

著者

関連論文

スポンサーリンク