| Co-Investigator(Kenkyū-buntansha) |
UENO Hiromiti Chiba University, Faculty of Education, Professor, 教育学部, 教授 (00108276)
MIYAZAKI Kou Chiba University, Faculty of Education, Professor, 教育学部, 教授 (60272291)
TOUZAKI Keniti Chiba University, Faculty of Education, Professor, 教育学部, 教授 (30102031)
KATOU Tetuya Chiba University, Faculty of Education, Assistant Professor, 教育学部, 助教授 (00224519)
OKOUTI Nobuo Chiba University, Faculty of Education, Professor, 教育学部, 教授 (40026620)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2006: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2005: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2004: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2003: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Research Abstract |
Generally, from the points of human development and building a foundation for a technology-based nation, Making Things Education has been improved. On the other hand, there are still many obstruction by that student cannot have good experience about Making Things, such as life environment, distinction between the creation and consumption, and unprepared situation of tools in the school. In addition, the school has different practices of Making Things Education, such as in Arts ＆ Craft, Life Environment Studies, Period of Integral Study, and so on.
The purpose of this study is to explain, in the practical courses for Making Things Education of our faculty, what the problem is, and what type of educational materials we can develop.
As the result of research, 1) In Elementary School Arts ＆ Craft, making a point of "idea", we developed the educational materials to get skills and good idea.
2) In Science, we explained that understanding of physical phenomenon is also important in handcraft.
3) In Life Environment Studies and Lower Secondary Industrial Arts Education, Making Things Education Satisfied 89% Junior High School students. Only 4% students answered, "I do not want to make it so much" or "I do not want to make it any more". This result shows they feel great interest in Making Things.
The experience of Making Things, however, cannot accomplish in school separately. If now education is reconstructing by redistributing educational functions that have been in school, family, and society, it will be that educational function of community is important to accomplish. Our next issue is to create a relationship between school and community in Making Things Education.
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