2007 Fiscal Year Final Research Report Summary
Research on Curriculum Development of Science and Mathematics Teacher Education for Promoting the Twenty First Century Science and Mathematics Education
| Project/Area Number |
17300249
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Hiroshima University |
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Principal Investigator |
ISOZAKI Tetsuo Hiroshima University, Graduate School of Education, Associate Professor (90243534)
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| Co-Investigator(Kenkyū-buntansha) |
CHUJYO Kazumitsu Hiroshima Univerity, Graduate School of Education, Professor (90197632)
TANZAWA Tetsuro Shizuoka University, Faculty of Education, Professor (60272142)
ISOZAKI Takako University of Toyama, Faculty of Human Developments, Associate Professor (70263655)
YAMAGUCHI Takeshi Fukuoka University of Education, Faculty of Education, Professor (60239895)
HIRANO Toshihide Shimane University, Faculty of Education, Associate Professor (70325033)
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| Project Period (FY) |
2005 – 2007
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| Keywords | science education / teacher education / pre-service teacher training / teachers' knowledge / pedagogical content knowledge / subiect knowledge |
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| Research Abstract |
The aim of this study is to research on curriculum development of science and mathematics teacher education for promoting the twenty first century science and mathematics education.
(1) We analysed the Twenty First Century Science Curriculum in England and the National Core Curriculum in Finland, and found out that the aims of science education were intended to educate the scientific literacy and the some teaching contents were organized on the context based approach.
(2) We also investigated the teacher's Knowledge, especially pedagogical content knowledge (PCK) and salient knowledge through analysis literatures, and set up the view points for analysis PCK which elementary schoolteachers and lower secondary science teachers had.
(3)We surveyed pre-service science teacher education curricula in the USA, the UK, Finland and France. The foreign co-researchers introduced their own science teacher education curriculum with special reference to PCK at the international seminar held by this research project in Hiroshima.
(4) We investigated the nature of PCK of elementary school teachers and lower secondary school science teachers, from the points of view gained the results of theoretical researches, throughout qualitative and quantitative analysis. As the results of these investigations, we found out some facts that the first year career teachers' PCK for both school levels were different from the expert teachers' PCK, and PCK was complex and constructed knowledge base
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