A Study of Curriculum for Learning Scientific Thinking by Experiencing Scientist's Inquiry Methods
| Project/Area Number |
20730498
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | Kyoto University |
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Principal Investigator |
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| Project Period (FY) |
2008 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2011: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | Webベースシステム / カリキュラム開発 / シミュレーション / プロダクションシステム / 仮説形成・検証プロセス / 学習支援システム / 科学的リテラシー / Web-based / 科学リテラシー |
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| Research Abstract |
This study developed several curriculums for learning scientific literacy. These curriculums have three features.(1) Learning the scientific inquiry method such as the hypothesis-testing process,(2) Utilizing the educational information system for experiencing the method, and(3) Using"backward design"as a framework for the theory of curriculum design. In this study, two curriculums for undergraduate students and six curriculums covered by elementary and junior high schools were discussed. Especially, the first curriculums were investigated through classroom practices in undergraduate science classroom.
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Report
(6 results)
Research Products
(17 results)
