Learner-centered Lesson Development with Teaching Assumptions by using Japanese Style as a model

2018 Fiscal Year Final Research Report

• Project/Area Number: 16K00965
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Okayama University
• Principal Investigator: KITA Masakazu 岡山大学, 教育学研究科, 教授 (20177827)
• Co-Investigator(Kenkyū-buntansha): 松原 憲治 国立教育政策研究所, 教育課程研究センター基礎研究部, 総括研究官 (10549372)
• Project Period (FY): 2016-04-01 – 2019-03-31
• Keywords: 学習者中心の授業戦略 / 指導仮説とその評価 / 小学校算数・理科 / ザンビア / ネパール / サブサハラ / 授業案作成方法 / 授業記録

Outline of Final Research Achievements

We have investigated Zambia participants who attended two months workshop at Okayama University to learn Japanese style Learner-centered teaching strategies by using teaching assumptions. We interviewed them on the impacts of the above approach when they came back to own schools whether they apply these strategies in own class. The results show that they cannot apply them directly but can use them partially or modify them. They still understood the concepts of teaching assumptions and their indicators. Participants said that own national curriculum and national examination restrict the teaching strategies and teaching times but the usefulness of the using children responses are very important.

Free Research Field

理科教育

Academic Significance and Societal Importance of the Research Achievements

アフリカやネパールの教員に学習者中心の授業方略の具体的な方法を提示できた。小学校算数・理科では導入，展開，終末の各段階で指導仮説を置き，その授業方略の評価を児童・生徒の反応を定量化することで行う意義が教員に良く理解できた。またそういう授業が可能な教材開発も多く行った。器具や試薬や，装置などに頼らなくても学習者に問題解決や探究の活動を展開させることができる教材開発と授業実践を行った。これらは実践事例集として有効である。