Project/Area Number |
03680271
|
Research Category |
Grant-in-Aid for General Scientific Research (C)
|
Allocation Type | Single-year Grants |
Research Field |
Education on school subjects and activities
|
Research Institution | Fukuoka University of Education |
Principal Investigator |
MORITANI Hiroyuki Fukuoka University of Education, School of Education, Professor, 教育学部, 教授 (10036882)
|
Co-Investigator(Kenkyū-buntansha) |
FUJITA Naomitsu Seinan Gakuin University, School of Literature, Asociate Professor, 文学部, 助教授 (20219017)
YAGUCHI Masako Fukuoka University of Education, School of Education, Professor, 教育学部, 教授 (90036939)
|
Project Period (FY) |
1991 – 1992
|
Project Status |
Completed (Fiscal Year 1992)
|
Budget Amount *help |
¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 1992: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1991: ¥600,000 (Direct Cost: ¥600,000)
|
Keywords | social studies education / local subject-and instructional matter, / qualitative research methods, / curriculum / educational evaluation / development and organization of instructional materials / 質的教育研究方法 / 教材 |
Research Abstract |
This research project aims to develop a theory of organizing meaningful instructional materials focusing local matters and materials in order to revitalize the social studies education. To attain the aim, we worked for three branches of research activities as follows: (1) Reappraising those theories and practices with the view of locality which appeared in the social studies education history in Japan after the World War II. We select-ed three typical social studies educators,Kunio Yanagita,Kuranosuke Wakasa,and Tosio Yasui,who claimed the importance of local matters and materials in the social studies education,and discussed the need to evaluate those theories and practices in terms of the concept of "paradigm"and"meaning-perspectives of the learner." (2) Reviewing the controversies about the qualitative approaches to educational research in the United States,because we just thought that it was very important to use the qualitative methods to reappraise the theories and practices of the social studies education. Having reviewed the controversies on the qualitative methods,we realize the importance of the paradigms underlying educational researches,and the need for us to do some qualitative fieldworks in the situations of Japanese schools. (3) Trying some school or classroom surveys using a kind of qualitative fieldwork methods. We tried to develop a kind of simmplified methods of fieldwork and applied them in some schools. As a result of our fieldworks and participant observations,we presented some educational criticism. Those criticism focused on"What is happening, really,in a school or classroom,"and the importance of meanings kids really make, most of which had been ignored in the ordinary positivistic educational researches.
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