| Project/Area Number |
26282036
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Partial Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Kobe University |
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Principal Investigator |
Sakamoto Miki 神戸大学, 人間発達環境学研究科, 教授 (90293729)
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| Co-Investigator(Kenkyū-buntansha) |
山口 悦司 神戸大学, 人間発達環境学研究科, 准教授 (00324898)
益川 弘如 静岡大学, 教育学部, 准教授 (50367661)
稲垣 成哲 神戸大学, 人間発達環境学研究科, 教授 (70176387)
西垣 順子 大阪市立大学, 付置研究所, 准教授 (80345769)
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| Research Collaborator |
ITO MASAYUKI 神戸大学, 大学院人間発達環境学研究科, 教授
OUMIDO NOBUKO 神戸大学, 大学院人間発達環境学研究科, 准教授
HAYASHI HAJIMU 神戸大学, 大学院人間発達環境学研究科, 准教授
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥11,830,000 (Direct Cost: ¥9,100,000、Indirect Cost: ¥2,730,000)
Fiscal Year 2016: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2015: ¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2014: ¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
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| Keywords | トランス・サイエンス問題 / アーギュメンテーション / 科学リテラシー / 科学ガバナンス / 科学技術ガバナンス / トランス・サイエンス |
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| Outline of Final Research Achievements |
This study focuses on three aspects of teaching trans-science problem-solving skills. First, we focused on students’ inquiry skills of science and technology contents. We conducted experimental lessons that aimed to nurture the skills of generating well-defined scientific questions and so on. Second, we elucidated the acquisition process of epistemic understanding from an analysis of learners’ discourse during peer critique. Third, we collected examples of socio-scientific issues-based instruction as well as empirical findings on measurement tasks and evaluation methods from the literature, and attempted to theorize the instruction and evaluation methods systematically. We made a Japanese version of the measurement task and conducted a survey of Japanese college students. Having analyzed the survey results, we determined the characteristics of college students’ decision-making on trans-science problems and elaborated the rubrics.
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