| Project/Area Number |
11680219
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Shiga University |
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Principal Investigator |
MIYATA Hitoshi Shiga University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50263166)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMIZU Takeshiro Shiga University, Faculty of Education, Professor, 教育学部, 教授 (30073589)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2000: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1999: ¥1,600,000 (Direct Cost: ¥1,600,000)
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| Keywords | Informatics Education / Information Literacy / Development of Curriculum / Analysis of Curriculum / Problem Solving Ability |
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| Research Abstract |
A new Course of Study will come into effect at the beginning of this year in Japan. It emphasizes the development of "Information literacy", but we are concerned about how teachers will prepare for the reform. The purpose of this study was to develop a learning program for students to help them integrate informatics education into non-subject-area education. In this article, we first clarify learners' characteristics for informatics education. Second, we propose key points in instructional design to synthesize the development of problem solving ability and information literacy. Third, we suggest a teacher-training program. Results of trial implementations suggest that merely explaining informatics education and having teachers experience instructional design procedures is not adequate to prepare them to integrate it into their instruction. A further direction of this study will be to examine what types of training are effective to which types of trainees and to explore strategies that provide them with increased incentive to adopt a new approach.
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