| Project/Area Number |
16K01019
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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 | Hiroshima University |
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Principal Investigator |
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| Project Period (FY) |
2016-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2019: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2018: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2017: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2016: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 教師教育 / 省察的実践 / 理科教師 / 授業力量 / 省察 / 授業力量の高度化 / 教員養成 |
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| Outline of Final Research Achievements |
In this study, based on the recognition that improvement of reflective teaching ability is indispensable for qualitative development of teaching ability of science teacher, case researches were conducted targeting science teachers in various stages of teaching career, and the research data were analyzed. Through the case researches, the characteristics of reflective practices and teaching ability of science teachers were clarified.
Based on data collected in the case researches, learning materials were developed on reflective practice where facts and context of science teaching practice, teacher’s practical knowledge, etc, were embedded, and then the materials were used for teacher trainees to learn about reflective practice. As the results of analyzing and considering of their learning outcomes, it was suggested that this learning materials are effective in deepening awareness of reflective practice.
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| Academic Significance and Societal Importance of the Research Achievements |
教師の力量形成の在り方に関する研究は重要な教育研究の課題であるが，理科教師の省察的実践やその実践力の具体的な内実に迫る研究は，その知見の蓄積が少ない領域である。その中にあって，本研究は，具体的な授業実践の事実に即して，多様な成長段階にある理科教師の多様な理科の単元での省察的実践とその実践力の実態・特徴を事例的に解明した点，また，それらの事例的検討の成果をもとに，省察的実践について学ぶための学習材を作成した点，さらにその学習材を教師志望学生の省察的実践に関する学びに活用し，省察的実践に関する認識の向上にとって有効であることを示唆した点において，意義があると言える。
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