| Project/Area Number |
15H06105
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Science education
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| Research Institution | The University of Tokyo |
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Principal Investigator |
SAITO MOEGI 東京大学, 高大接続研究開発センター, 特任助教 (60584323)
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| Research Collaborator |
HARADA Yuji 安芸太田町立戸河内中学校, 教諭
HORI Kimihiko 竹田市立竹田南部中学校, 教諭
HESHIKI Rika 中城村立中城中学校, 教諭
HIGA Tsukasa 琉球大学, 教育学部附属中学校, 教諭
KUROKI Toru 都城泉ヶ丘高等学校, 附属中学校, 教諭
HISAKI Takeshi 埼玉県立総合教育センター, 嘱託
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| Project Period (FY) |
2015-08-28 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | アクティブ・ラーニング / 協調学習 / 知識構成型ジグソー法 / 科学的概念 / 科学教育 / 学習科学 / 楽手伺う / 教育方法 / 学習環境デザイン / ジグソー法 / 概念変化 / 理科教育 |
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| Outline of Final Research Achievements |
The goals of this research are to clarify the effect of “Knowledge-Constructive Jigsaw” (KCJ) method in science education and to suggest points for designing successful KCJ lessons. I designed, implemented and assessed KCJ lesson of “astronomy” and “ion” with 6 junior high school teachers. Our research revealed that 1) KCJ can effectively support students’ conceptual change from their folk knowledge into some scientific concepts, and 2) the most important point of designing effective KCJ class is to set a good main task. The good main task should require students using an exploratory model as a mediation and connecting their daily experiences with scientific concepts.
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