| Project/Area Number |
11480046
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | YOKOHAMA NATIONAL UNIVERSITY |
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Principal Investigator |
MORIMOTO Shinya Yokohama National University, Education and Human Sciences, Science Education, Professor, 教育人間科学部, 教授 (90110733)
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| Co-Investigator(Kenkyū-buntansha) |
KATO Keiji Yokohama National University, Education and Human Sciences, Science Education, Associate Professor, 教育人間科学部, 助教授 (00224501)
FUKUOKA Toshiyuki Yokohama National University, Education and Human Sciences, Science Education, Professor, 教育人間科学部, 教授 (40165270)
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| Project Period (FY) |
1999 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥13,600,000 (Direct Cost: ¥13,600,000)
Fiscal Year 2002: ¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2001: ¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2000: ¥3,800,000 (Direct Cost: ¥3,800,000)
Fiscal Year 1999: ¥4,600,000 (Direct Cost: ¥4,600,000)
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| Keywords | Science class / Cognitive development in Science / Dialog / Activity-Tlieoritical approach / Social language / Ethnomethodology / Identitiy |
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| Research Abstract |
In this study, we obtained the following ideas of the science teaching-learning strategies.
1. The main oppotunities of children's construction of scientific ideas are social relations with the processes of their classmates personal constructions.
2. The facts of the social relations are the dialog that it is made between the child individual. Though it has a language and a sign as learning media, it is composed of image, proposition, logical operation, string and so on. These elements are interacted in the dialog process.
3. The skills of question, discussion, introduction, notebook guidance and so on are integrated to the teaching strategies that are promoted the dialog process.
4. The learning evaluation becomes the process of the formative assessment to put foundation on the interaction with the children and the teacher in the class that it aimed at a dialog.
5. The curriculum developes with the dialog process in the class.
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