| Project/Area Number |
24650517
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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 |
Science education
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| Research Institution | Chiba University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 理科指導法 / 理科教育方法論 / 帰納的・発見的アプローチ / 教えて考えさせる授業 / 知識伝達・事例化モデル / 教師対象調査 / 理科指導方法論 / 帰納と演繹 / 問題解決型授業 / 帰納的・発見的指導法 / 帰納的飛躍 / 理科指導方法 / 科学理論と経験 |
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| Outline of Final Research Achievements |
Conventionally, the Japanese science teaching methodology respected an inductive heuristic process very much. It is a so-called problem-solving type lesson. However, teaching methods in deference to a deductive process has begun to be proposed. In those methods, it is respected that at first students acquire basic knowledge and then utilize those knowledge. Examples of such the teaching methods include “thinking after instruction style lesson” and “instruction-instantiation model of teaching.” About two kinds of above-mentioned methodology, I did a comparative study by the theoretical study with documents and the research for the teacher.
As a result, the next conclusions were led.(1) The right or wrong of the accomplishment of the problem-solving type class depends on having knowledges and experiences.(2)Therefore, there is not only either methodology despite holding good.
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