情報化社会と科学教育-「文明社会の野蛮人」仮説を手がかりに-

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The author investigates how the present information society influences science education, using the "Savages in a Civilized Society" hypothesis. The information society after 1980 figured a transformation in each area of science and technology, product technology, media technology, media space, expression and software. Such an information society brought the fluctuation of reality, the reduction of physical existence of technology, and the enlargement of technology as medium. As a result, people's attitude toward science and technology separated to the receptivity of amenities, which science and technology offered, and the concern about science and technology activities. The improvement of science and technology amenities was not always related to the increased concern about science and technology activities. Therefore, the "savages in a civilized society" with high receptivity to science and technology amenities and low concern about science and technology activities have increased. An analysis of high school students' consideration of science and technology has revealed that the tendency to be "savages in a civilized society" is possessed by about 14 percent of high school students. The high receptivity to science and technology amenities has a positive effect on the increased desire for science education. However, the low concern about sciende and technology activities of "savages in a civilized society" decreases much more the desire for science education. Consequently, the increase of "savages in a civilized society" decreases the desire for science education as a whole. This is a paradoxical result of the advancement of science and technology. At the same time, however, it is also inevitable.
日本教育社会学会の論文
1992-10-10

情報化社会と科学教育-「文明社会の野蛮人」仮説を手がかりに-

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