2023 Fiscal Year Final Research Report

A study on analysis and improvement of quality of instructional practice using lesson videos from TALIS video study and TIMSS video study

Research Project

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Project/Area Number	19H01743
Research Category	Grant-in-Aid for Scientific Research (B)
Allocation Type	Single-year Grants
Section	一般
Review Section	Basic Section 09080:Science education-related
Research Institution	National Institute for Educational Policy Research
Principal Investigator	Matsubara Kenji 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)
Co-Investigator(Kenkyū-buntansha)	西村圭一東京学芸大学, 教育学研究科, 教授 (30549358) 宮内卓也東京学芸大学, 次世代教育研究グループ, 教授 (60791663) 猿田祐嗣国立教育政策研究所, その他部局等, 客員研究員 (70178820) 黒田友貴岡山理科大学, 教育開発センター, 招聘准教授 (10907645)
Project Period (FY)	2019-04-01 – 2023-03-31
Keywords	授業分析 / STEM / 探究 / TALISビデオスタディ
Outline of Final Research Achievements	The study applied the TALIS video study analysis framework to various school training programs, and clarified the characteristics of lessons in a high school mathematics class study group. While conducting international academic interaction with U.S. developers on lesson analysis indicators from a STEM perspective, we created a Japanese version, held study groups for STEM practices in prefectural schools, and examined the validity and reliability of the Japanese version. Regarding the analysis of curriculum and classes from the perspective of quality of inquiry, we developed a five-level framework of quality of inquiry from a cross-curricular perspective tailored to the Japanese context, organized perspectives to identify various inquiry-based activities and to support teachers using this framework, and developed and conducted teacher training for SSH teachers, supervisors, and others.
Free Research Field	科学教育
Academic Significance and Societal Importance of the Research Achievements	新学習指導要領では、主体的・協働的で深い学びの観点からの授業改善が期待されているものの、カリキュラムや授業実践の質に関する実証的な研究はまだ少ない。本研究では、STEMの視点や探究レベルの視点から、カリキュラムや授業を分析・整理する手法を日本で重視されている教育課程の課題に合わせて改良・開発した。本研究の成果は、探究的な学習の理解を進め、探究を指導する教員の研修等を支援するものである。