A study of science lessons for science curriculum design based on the cooperation with the preschool, the elementary school and the junior high school
| Project/Area Number |
19500747
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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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 | Ehime University |
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Principal Investigator |
WATANABE Shigeyoshi Ehime University, 教育学部, 准教授 (00230962)
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| Co-Investigator(Kenkyū-buntansha) |
HIRAMATSU Yoshiki 愛媛大学, 教育学部, 教授 (00335879)
AOI Tomoko 愛媛大学, 教育学部, 准教授 (90253046)
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| Project Period (FY) |
2007 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2009: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2008: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2007: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 科学教育 / カリキュラム / 授業分析 / 幼・小・中 / 連携 |
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| Research Abstract |
The analysis of the scientific activities in preschool, the life environmental study lessons and science lessons in elemental school and the science lessons in junior high school showed some factors on science lesson that ensure a succession of science curriculum ; 1. The description of experiences in nature. 2. The share of experience on practical works in science lesson. 3. Tsacher's response to learner's activity and remark. 4. Skills on observation and experiment. 5. Terms and expression methods. Then some strategies for reflecting each factor to teacher's pedagogical action concretely are proposed by examination from the viewpoints of curriculum design, teacher's inquiry on teaching contents, and lesson plan.
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Report
(4 results)
Research Products
(29 results)
