科学的リテラシーを育成する探究的な学習のあり方 : 『全米科学教育スタンダード』の「Inquiry」を手がかりに

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Abstract The authors of this study examine in two different ways the use of inquisitive science learning to promote science literacy. First, the authors focus on changes made to Japan's "Curriculum Standards" over the years and compare and consider the use of the terms, "Learning through Problem Solving", "Systematic Learning" and "Inquisitive Learning." Second, the authors describe a comparative study of Japan's "Inquisitive Learning" and the concept, "Inquiry" introduced in the National Science Education Standards (US).Summary of this study:・"Learning through Problem Solving" and "Systematic Learning" are interactive, and taken together, they make a course of education. Bearing that in mind, teachers should evaluate children's ability, and apply appropriate levels of difficulty and of the speed at which the course progresses.・It is necessary and important for teachers to keep in mind the process of learning, or "Process Skills," but attention should also be paid to the substance. Teachers should understand children's logic and then tailor their presentation of the curriculum to that logic. ・Aside from a pursuit of "Process Skills", it is important to nurture children's ability to examine whether their ideas are scientifically valid through reference to available materials or by other means, and to be able to prove that and explain why they are scientifically valid.・To refine "Inquisitive Learning" as it is employed in Japan, we should see how the US's "Inquiry" will be handled and what are the merits and demerits of this form of education. We should integrate their positive attributes into our educational system.
2009-06-01

科学的リテラシーを育成する探究的な学習のあり方 : 『全米科学教育スタンダード』の「Inquiry」を手がかりに

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