| Project/Area Number |
17653112
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| Research Category |
Grant-in-Aid for Exploratory Research
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Yokohama National University |
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Principal Investigator |
KATO Keiji YOKOHAMA National University, Education and Human Sciences, Associate Professor, 教育人間科学部, 助教授 (00224501)
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| Project Period (FY) |
2005 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
|
| Budget Amount *help |
¥2,700,000 (Direct Cost: ¥2,700,000)
Fiscal Year 2006: ¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2005: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Teaching Method / Elementary ＆ Secondary Science / Teaching action / Scaffolding / Scio-Cultural Approach / Discourse Analysis / Zone of Proximal Development |
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| Research Abstract |
In this study we analyzed the relationship between student learning and Teachers' assessment process in the science classroom, using social constructivist views.
Science teaching, it functions within complex processes. In such situations, teachers are immediately required to react to the student's constructive learning process. Therefore we analyzed and presented some constructivist teaching strategies.
Consequently, four teaching strategies were presented and integrated into science teaching. The Effectiveness of this strategies will be verified through science teaching practice.
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