Comparative Study on High-School Physics Lessons in Four Countries to Reveal the Problems in Terms of Inquiry-Based Teaching

2017 Fiscal Year Final Research Report

• Project/Area Number: 16K12752
• Research Category: Grant-in-Aid for Challenging Exploratory Research
• Allocation Type: Multi-year Fund
• Research Field: Science education
• Research Institution: Niigata University
• Principal Investigator: Tosa Sachiko 新潟大学, 人文社会・教育科学系, 教授 (40720959)
• Co-Investigator(Kenkyū-buntansha): 石井 恭子 玉川大学, 教育学部, 教授 (50467130) ; 笠 潤平 香川大学, 教育学部, 教授 (80452663) ; 熊野 善介 静岡大学, 教育学部, 教授 (90252155)
• Project Period (FY): 2016-04-01 – 2018-03-31
• Keywords: 高校物理授業 / 国際比較 / 授業分析 / アクティブラーニング / 探究的指導法

Outline of Final Research Achievements

Data collection was performed for high-school physics lessons in Japan and Indonesia (N=20). Data analysis followed using Reformed Teaching Observation Protocol (RTOP) and the original method to examine the locus of the lesson. Through the analysis of Japanese, US, Chinese, and Indonesian data, the characteristics of the lessons in each of the countries were revealed. Especially, Japanese data indicated that their lessons are not either a student-centered American type or a Chinese type with heavy training. Many Japanese lessons included student discussions, but no student questions. Also, Japanese lessons included good amount of time for problem solving, but the teachers did not ask many questions like Chinese teachers. Two symposia were held at Niigata University to promote active learning in high-school physics through the implementation of mock physics lessons. The research findings were disseminated by academic papers and conference presentations nationally and internationally.

Free Research Field

理科教育学