An exploratory study on a new principle for a grand-design of science education: From perspectives of normative theories and public policy studies
| Project/Area Number |
25560087
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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 | Tokyo University of Science |
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Principal Investigator |
OGAWA Masakata 東京理科大学, 科学教育研究科, 教授 (80143139)
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| Project Period (FY) |
2013-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 科学教育原理 / グランドデザイン / 規範理論 / 公共政策学 |
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| Outline of Final Research Achievements |
In our contemporary society in which various societal values and norms are extensively diversified, we cannot avoid normative questions like ‘How should be relationship between science and citizens through education?’ or ’What types of community should we realize through such education?’ Without escaping from asking such questions, we cannot develop a grand design of science education suitable to the contemporary era. What is necessary is a normative inquiry. This study explored such normative questions which ‘grand design of science education’ should be based upon.
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Report
(3 results)
Research Products
(3 results)
