| Project/Area Number |
15K00978
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
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| Co-Investigator(Renkei-kenkyūsha) |
INAGAKI Shigenori 神戸大学, 大学院人間発達環境学研究科 (70176387)
YAMAGUCHI Etsuji 神戸大学, 大学院人間発達環境学研究科 (00324898)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2017: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2016: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2015: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | アーギュメント / 教師教育 / 論証スキル / 科学的な論証スキル / 科学教育 / 理科教育 / 小学校教員 |
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| Outline of Final Research Achievements |
In this study, I developed a program aimed at improving elementary school teacher’s scientific argument skills and evaluated the effectiveness. From the result of my investigation to in-service teachers, I guess that in-service teachers’ argument skills were deemed insufficient. Then I developed a training program for elementary school teachers that will improve these skills. I integrated 12 pedagogical strategies that Yamamoto et al. (2013) administered for elementary children into the program. We applied these strategies to in-service elementary school teachers. As a result, within the construction and evaluation of arguments, significant improvement could be seen. Moreover, teachers gave high marks to the program’s development of their understanding of arguments, as well as the experiential exercises. Therefore, we can conclude that this program is effective for elementary school teachers to improve their own argument construction and evaluation skills.
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