Design of science curricula centered on "integration" to foster the next generation to pioneer the future

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K14344
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09080:Science education-related
• Research Institution: University of Miyazaki
• Principal Investigator: NOZOE Susumu 宮崎大学, 大学院教育学研究科, 教授 (20751952)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 理科カリキュラム / 統合化 / Socio-scientific Issues / SSIBLモデル

Outline of Final Research Achievements

This study defined the image of the children and students to be nurtured as ‘nurturing the next generation inclusive of specialists to open up the future’, which goes beyond ‘nurturing specialists’ and ‘nurturing citizens’. The aim was then to theoretically and empirically design a new science curriculum from the perspective of ‘connecting’ existing specialised subjects of physics, chemistry, biology, and geology.
As a result of a theoretical study with reference to relevant previous research at home and abroad, I focused on the Socio-scientific inquiry-based learning (hereinafter referred to as SSIBL) model developed in Europe. Through the development of science classes and trial class practice, it became clear that the SSIBL model had a certain effect on developing qualities and abilities based on the three pillars of the Courses of Study.

Free Research Field

理科教育

Academic Significance and Societal Importance of the Research Achievements

本研究における成果は、従来の固定化されたペーパープランとしての教育課程ではなく、授業の形態や学習者の環境、学校文化までを包含した教育活動全体を理科カリキュラムとして捉え、従来の「理論的枠組みの構築→試行的実践」という一方向の流れではなく、理論的枠組みの構築や試行的実践を同時かつ相補的に進行させながら新しい知見を創出できたことに理科カリキュラム研究手法としての学術的意義がある。加えて、育成する児童・生徒像を、これまで相克の関係にあった「専門家育成」と「市民育成」を超克し、「専門家」を包摂した「未来を拓く次世代育成」と定義した理科カリキュラム研究の成果という点においても社会的意義を備えている。