| Project/Area Number |
15500585
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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 |
Science education
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| Research Institution | Aichi University of Education |
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Principal Investigator |
TONISHI Shoju Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (20135396)
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| Co-Investigator(Kenkyū-buntansha) |
ISHIDA Hiroyuki Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (30024003)
KAWAKAMI Shogo Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (10033896)
YOSHIDA Atsushi Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (90115668)
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| Project Period (FY) |
2003 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 2005: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2004: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2003: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Science Education / Science Teaching / Scientific Perspective / Teaching Method / Constructivism / 教授法 / 新科学観 / 観察の理論負荷性 / 科学知識 / 共約不可能 / プリコンセプション / 代替理論 / 科学の用語 / 観察事実 / 理論負荷 / パラダイム / 異常な科学 / 新科学哲学 / 運勢ライン法 / 問題解決 / 問の構造 |
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| Research Abstract |
It is considered that the reason why the students dislike and escape from science depends on a method of instruction and learning than the difficulty of learning contents. In this research, it is clarified that the new postmodern philosophical approach to science is effective for improvement of the method of the instruction and learning.
Scientific research is a model of the method of science teaching. However, there is the antinomy viewpoint or perspective of science, the empiricism view and new scientific view. The science teaching such as "investigation" and/or "problem solving" depended on the empiricism view of science, scientist work as "a discovery story".
The theoretical, experimental and practical research was carried out from the new scientific view, in this study. And we proposed the strategy of science teaching from the following view. As the scientific knowledge was created, justified and maintained by scientist community, so, students have to construct it receptively, and use it aggressively as a public knowledge to interpret their world.
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