| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1989: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1988: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1987: ¥700,000 (Direct Cost: ¥700,000)
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| Research Abstract |
It is often possible to draw reliable and original conclusions about the theoretical foundations of education through comparing developmental processes across cultures. This study attempts to find the fundamental rationale of science education by focusing on the developmental process of the present secondary school science education in Germany. It will be summarized as follow.
1. "Gymnasium", which was main stream in secondary school system in Germany in the 19th century, emphasized the humanistic value of natural science. Therefore, researchers in science education had to clarify the value. Their theories were shown in their publications, e.g., "Die humanischen Aufgaben des physikalischen Unterrichts" by A.Hofler.
2. In this educational situation, "Unterrichtskommission der Gesellsehaft Deutscher Naturforscher und Arste" started the programs for the benefit of various kinds of education: programs for "Abitur" candidates in 1905, for the students in "Realsehule" consisting of 6 years and "Hohere Madchenshule" in 1906, and for mentors of secondary school science in 1907.
The aim of this educational movement was to make mathematics and natural science similar to literature, language, history and the other subjects in status. At this point, those involved in this movement were convinced that the humanistic value of natural science was in the scientific processes which inquire the truth within nature. From this viewpoint, it was encouraged that experiments should be performed by learners themselves and they became an important part of science education. Thus, the science curriculum and the teaching methods were improved, and the laboratories gradually became available in all kinds of secondary schools.
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