| Project/Area Number |
17300258
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | National Institute for Educational Policy Research |
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Principal Investigator |
MATSUBARA Shizuo National Institute for Educational Policy Research, Curriculum Research Center, Department for Curriculum Research, Senior Researcher (50132692)
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| Co-Investigator(Kenkyū-buntansha) |
HORI Tetsuo University of Yamanashi, Faculty of Education and Human Sciences, Professor (30145106)
HATOGAI Taro National Institute for Educational Policy Research, Curriculum Research Center, Department for Curriculum Research, Senior Researcher (10280512)
ARIMOTO Hidefumi National Institute for Educational Policy Research, Curriculum Research Center, Department for Curriculum Research, Senior Researcher (40241228)
TERATANI Shousuke Tokyo Gakugei University, Professor Emeritus (60087533)
SASAO Yukio National Institute for Educational Policy Research, Curriculum Research Center, Department for Curriculum Research, Senior Specialist for Curriculum (90390575)
日下部 慧 東京理科大学, 理学部, 助教授 (90084318)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥13,310,000 (Direct Cost: ¥12,200,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2007: ¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2006: ¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥4,800,000 (Direct Cost: ¥4,800,000)
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| Keywords | Sustainable Development / Science Education / Environmental Education / Secondary School / Development of Educational Materials / One Page Portfolio Assessment / Teaching Practice / Green Sustainable Chemistry |
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| Research Abstract |
1 Development, revision and practice of educational materials
Taking aim of education for sustainable development as pursuing to improve the quality of life, we established a framework with three objectives : to understand the duality of benefits and risks of science and technology, to have positive thinking about science and technology through knowing the efforts of scientists and engineers, and to show a willingness to make judgments and decisions and to be active about scientific and technological issues. We found it is possible to implement the Electricity material, included a lot of illustrations and figures, using various teaching styles as three students played three characters and all students read lines together. The students' descriptions of their impressions written in the study history sheets showed they learned the objectives defined in the framework, because the contents related to each objective were written in them. We had the opportunities to practice the Air Pollution material English version in the Philippines, Malaysia and Indonesia. The students tackled it faithfully. We found the teachers did not use some teaching methods included the material, for example investigation activities, and it was necessary to discuss the teaching method sufficiently before implementing the material.
2 Practices of one page portfolio assessment
We made the study history sheets based on one page portfolio assessment and used them as the method to assess the educational materials we developed. The students' descriptions of their impressions written after learning the educational materials showed favorable reactions to the materials as well as to science and technology. We developed and practiced twelve check points to make summaries. We found the contents and the methods they wrote have changed large if you gave them the time to think how to make summaries and to be taught it.
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