| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2016: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Outline of Final Research Achievements |
Curriculum maps as the networks of the learning contents and scientific problem-solving skills were developed by analyzing the contents of the science textbooks in elementary and junior high school from the viewpoint of the key teaching materials and the process skills. As a result of analyzing curriculum maps and scientific problem-solving skills, the following were obtained; 1. Using key teaching materials, the organic link of the learning contents could be obtained beyond four domains of the "energy" "particle" "life" "earth". 2. The hub unit or the hub content could be clarified by making the network of contents in a curriculum map. 3. The keys of link such as “term” “apparatus” “viewpoint” “sequence” were embodied in curriculum maps. 4. The scientific problem-solving skills are useful to design a lesson plan for improving learner’s skills.
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