2019 Fiscal Year Final Research Report
Research on curriculum and assessment to foster the ability of doing scientific inquiry
Project/Area Number |
19K20958
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Project/Area Number (Other) |
18H05766 (2018)
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Research Category |
Grant-in-Aid for Research Activity Start-up
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Allocation Type | Multi-year Fund (2019) Single-year Grants (2018) |
Review Section |
:Education and related fields
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Research Institution | Aichi Prefectural University |
Principal Investigator |
Onuki Mamoru 愛知県立大学, 教育福祉学部, 講師 (00823808)
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Project Period (FY) |
2018-08-24 – 2020-03-31
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Keywords | 科学教育 / 科学的探究 / ルーブリック / パフォーマンス評価 / ポートフォリオ評価 |
Outline of Final Research Achievements |
The purpose of this study was to develop a multi-faceted assessments that fosters the ability of doing scientific inquiry in science education and Inquiry-Based Study of Science and Mathematics. Specifically, referring to the case of science education in the United States, I examined the scientific inquiry from various aspects such as knowledge and skills. In addition, I theoretically reviewed the way of assessments to nurture and assess the ability of doing scientific inquiry. Furthermore, in this research, we collaborated with high schools to engage in practical joint research toward the development of a multifaceted assessments that focuses on the elements that make up scientific inquiry. And we co-developed the standard rubric as a assessment standard which can use in any schools.
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Free Research Field |
教育学
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Academic Significance and Societal Importance of the Research Achievements |
本研究では、理科教育や理数探究において科学的探究力を育む多面的な評価方法を開発した。具体的には、国内のスーパーサイエンスハイスクールと共同で、科学的探究力の質を評価するための標準ルーブリックを作成した。また、そのような評価規準(基準)に加えて、科学的探究力を育むための指導方略についても、ルーブリックを介して共有する手立てを考案した。このようなルーブリックを普及することは、高等学校において、科学的探究力を育むカリキュラムや指導を構想する上で具体的な示唆を与えうるものとなるだろう。
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