| Project/Area Number |
04680298
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | National Institute for Educational Research |
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Principal Investigator |
MIYAKE Masao NIER, Res. Center for Sci. Ed., Chief, 科学教育研究センター, 室長 (50000071)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMONO Hiroshi NIER, Res. Center for Sci. Ed., Chief, 科学教育研究センター, 室長 (30142631)
UMENO Kunio NIER, Res. Center for Sci. Ed., Chief, 科学教育研究センター, 室長 (00132689)
MATSUBARA Sizuo NIER, Res. Center for Sci. Ed., Chief, 科学教育研究センター, 室長 (50132692)
SARUTA Yuji NIER, Res. Center for Sci. Ed., Reseacher, 科学教育研究センター, 研究員 (70178820)
OKI Mitinori Okayama Sci. Univ., Dept. of Sci., Prof., 社会学部, 教授 (30000037)
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| Project Period (FY) |
1992 – 1993
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| Project Status |
Completed (Fiscal Year 1993)
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| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 1993: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1992: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | Scientific Literacy / Science Curriculum / Ability of Reading and Writing / IEA / TIMSS / Understanding of Science / 理数長期追跡研究 |
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| Research Abstract |
Based on the thinking that it will ultimately be necessary to go so far as develop a curriculum that stresses the fostering of scientific literacy, the study exposed the actual state of the various elements of scientific literacy, among school children. These elements included, in addition to the basic skills of reading, writing, and comprehension, the ability to use the skills of the problem solving process, the ability to make judgments scientifically (decision-making ability), and such endowments as a scientific outlook and attitude. In addition, the study also reviewed theories concerning scientific literacy.
The study reported on the following matters.
(1) The definition and elements of scientific literacy and the actual state of scientific literacy among school children ;
(2) Disputed points concerning literacy ;
(3) Outdoor lessons and literacy in environmental science ;
(4) A taste for scientific literacy ;
(5) A comparison of the problems common to sixth and eight graders revealed by a survey of "basic scholastic abilities" ;
(6) International comparisons of the results of a practical skills test conducted by the Second International Science Study ;
(7) The actual state of scientific literacy among adults in the U.S.and European countries ;
(8) The TIMSS framework for mathematics and science.
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