Introduction of German theories of science education and formation of basic model of Japanese science education (Rika) in Meiji era

Research Project

Project/Area Number	25590257
Research Category	Grant-in-Aid for Challenging Exploratory Research
Allocation Type	Multi-year Fund
Research Field	Education on school subjects and activities
Research Institution	University of Tsukuba
Principal Investigator	OHTAKA Izumi 筑波大学, 人間系, 教授 (70176907)
Project Period (FY)	2013-04-01 – 2016-03-31
Project Status	Completed (Fiscal Year 2015)
Budget Amount *help	¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000) Fiscal Year 2015: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000) Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000) Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Keywords	ドイツ科学教育史 / 明治理科教育史 / ユンゲ / ドイツ / 理科教育史 / 明治 / ドイツ科学教育論
Outline of Final Research Achievements	The project analyzed the importance and role of Fr. Junge's theory of science teaching in the history of science education in Germany. On the one hand the project analyzed the "Bildungstheorie" , in particular " Kategoriale Bildung" as fundamental theory of education in Germany. On the other hand the project analyzed, focusing on the Pestalozzi's developing theory of education and the Herbart's theory of education, science teaching theory in Meiji era in Japan. The project pointed out finally the new methods and meanings of the study on the history of science education.

Report

(4 results)