Curriculum Development for Scientific Description Skills
| Project/Area Number |
63580226
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | Shizuoka University |
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Principal Investigator |
HISADA Ryuki Shizuoka University, Faculty of Education, Associate Professor, 教育学部, 助教授 (40022214)
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| Project Period (FY) |
1988 – 1989
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| Project Status |
Completed (Fiscal Year 1989)
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| Budget Amount *help |
¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 1989: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1988: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | Scientific literacy / Scientific description skill / Curriculum Development / Scientific Terms / Science textbook / Science education / Scientific experiment / Lower secondary school / 言語教育 / 理科授業 / 化学教材 |
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| Research Abstract |
The purpose of this study is to establish the teaching method for scientific description skills, which are indispensable to the basis of science education. The following findings are obtained by means of analyses of the actual science lessons in lower secondary schools.
1. Some of pupils could not answer correctly in writing to the teacher's questions several times, because of lack of their understanding the meaning of new words (that is, scientific terms) which the teacher has introduced in lessons.
2. In experiment group, pupils were taught to separate 'facts' in observation from 'explanations' such as inference, interpretation, etc., and how to describe them on sentences precisely. As results, at the time of teaching, many of pupils have been able to write the correct answers using the trained type of sentences. However, at eight hour later of teaching, the difference between experiment and control group was not found both in the type of sentences and in content of answers.
3. From the questionnaire to pupils, many of them have shown the favorable feeling and attitude to language education in this study and to the value of writing the sentences on the paper in science lessons.
In conclusion, first of all, it is most important to examine the quality of questions to pupils very carefully and to give them questioning sentences to which they can answer specifically, and secondly to show how to describe on the sentence again and again. Including these things, the concrete plan to improve pupils' scientific description skills in science lessons has been proposed.
In addition, the convenient video-recording system in which the teacher operates a video- camera by himself in order to record his favorite scenes during teaching-learning processes has been developed on knowing built up in previous years.
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Report
(3 results)
Research Products
(6 results)
