An exploratory study on a new principle for a grand-design of science education: From perspectives of normative theories and public policy studies

Research Project

Project/Area Number	25560087
Research Category	Grant-in-Aid for Challenging Exploratory Research
Allocation Type	Multi-year Fund
Research Field	Science education
Research Institution	Tokyo University of Science
Principal Investigator	OGAWA Masakata 東京理科大学, 科学教育研究科, 教授 (80143139)
Project Period (FY)	2013-04-01 – 2015-03-31
Project Status	Completed (Fiscal Year 2014)
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)
Keywords	科学教育原理 / グランドデザイン / 規範理論 / 公共政策学
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.