| Project/Area Number |
26350180
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Hokkaido University |
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Principal Investigator |
Ohno Eizo 北海道大学, 教育学研究院, 教授 (60271615)
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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 |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 初中等教育 / 授業分析 / 教科書分析 / 物理教育 / 教育内容の構造 / 半順序集合 / 教育内容 / 束論 / 授業プラン / 理科教育 |
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| Outline of Final Research Achievements |
Descriptions in a physics textbook are represented by texts, graphs, and figures. The descriptions can be interpreted as "physics knowledge to be taught." Analyzing the descriptions in a physics textbook as teaching materials reveals indirectly the underlying structure of "physics knowledge to be taught" embodied in that textbook. A teacher designs learning activities and develop teaching strategies. Lesson plans describe them with concrete objectives. In this study, explanatory descriptions of a physics textbook are segmented into a set of passages. Among some pairs of segmented descriptions, one-way relations are defined. Structures of a set of segmented textbook descriptions and a set of learning activities are represented by two partially ordered sets respectively. The mathematical formulation gives a pair of maps between these partially ordered sets.
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