2023 Fiscal Year Final Research Report

Development of inquiry-based learning model from the perspective of formative evaluation in home economics education through international collaborative research

Research Project

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Project/Area Number	19K02808
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 09040:Education on school subjects and primary/secondary education-related
Research Institution	Kanazawa University
Principal Investigator	Watahiki Tomoko 金沢大学, 学校教育系, 教授 (90262542)
Co-Investigator(Kenkyū-buntansha)	荒井紀子福井大学, 学術研究院教育・人文社会系部門(教員養成), 名誉教授 (90212597) 鈴木真由子大阪教育大学, 教育学部, 教授 (60241197)
Project Period (FY)	2019-04-01 – 2024-03-31
Keywords	形成的評価 / 探究型学習 / 授業開発 / コンピテンシー / 家庭科教育
Outline of Final Research Achievements	The purpose of this research is to analyze the latest curriculum in Europe and the United States and the revised course of study in Japan, to clarify the competencies to be nurtured in home economics, and to develop and disseminate an inquiry-based learning/formative evaluation model for home economics through international collaboration. The following results were obtained. 1）Collect and analyze materials about inquiry-based learning and its evaluation in home economics in Europe and the United States through classroom observations and interviews with researchers and teachers. 2）In collaboration with home economics teachers, we developed and proposed a home economics inquiry-based learning model from the perspective of formative evaluation in Japan, while going back and forth between theory and practice. In addition, research results were shared through discussions with researchers and home economics teachers in other countries.
Free Research Field	教科教育学、家庭科教育学
Academic Significance and Societal Importance of the Research Achievements	家庭科研究や教育実践において世界を牽引する米国、フィンランド、スウェーデン、アイルランドおよび日本の５カ国を対象とし、各国の最新の教育課程の比較研究をしながら、思考力、判断力、表現力を育む家庭科の探究型の学習とその形成的評価のモデルを開発し発信することができた。新しい教育課程の策定に関与した国々の研究者及び探究型の授業を展開している家庭科教師による国際連携研究を実現させたことは、各国の独自性を確認しつつも共通の課題について議論を重ね、実践レベルでともに質の高い教育を追究した点で極めて有意義である。