| Project/Area Number |
23653300
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hiroshima University |
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Principal Investigator |
ISOZAKI Tetsuo 広島大学, 教育学研究科(研究院), 教授 (90243534)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 理科教育 / 科学的リテラシー / 科学教育 / 理科カリキュラム |
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| Research Abstract |
The purpose of this study is to investigate the basic principles of organizing a hybrid type of science curriculum in secondary schools in Japan. For this purpose, I employed a comparative approach, a historical approach and an empirical study.
As a result of this complicated study, the followings were obtained: in some Western and East-Asian countries, one of the main objectives of science education for all including future scientists is to develop students' scientific literacy, knowledge about science is regarded as an essential part of scientific knowledge in teaching science, and the traditional role of practical work have been reconsidered and new approaches such as the argumentation with socio-scientific issues, which is not familiar with science teachers, have been introduced into science classes.
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