Development of Elementary School Science Teaching Method that Uses Natural Viewpoints and Ideas to Capture Natural Phenomena

2019 Fiscal Year Final Research Report

• Project/Area Number: 19K20976
• Project/Area Number (Other): 18H05784 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: :Education and related fields
• Research Institution: Joetsu University of Education
• Principal Investigator: YAMADA TAKAYUKI 上越教育大学, 大学院学校教育研究科, 講師 (90824277)
• Project Period (FY): 2018-08-24 – 2020-03-31
• Keywords: 因果関係 / 仮説設定 / 見方・考え方 / 理科教科書

Outline of Final Research Achievements

In recent years, with the progress of knowledge-based society, the development of general-purpose qualities and abilities rather than fragmented knowledge and skills has become a global trend, and the ability to solve problems even in the new course of study in Japan. There is a growing demand for the training of.Therefore, this study focuses on all observations and experiments published in science textbooks in order to develop the qualities and abilities required in the new curriculum based on the trend of global educational reform, and focuses on all observations and experiments. We developed a teaching method to develop the qualities and abilities, viewpoints and ways of thinking that are aimed at in science, and proposed a lesson model for improving and enhancing elementary school science lessons.In addition, the results obtained from the research targeting elementary school students were extended to middle school students for generalization.

Free Research Field

理科教育学

Academic Significance and Societal Importance of the Research Achievements

我が国の児童生徒は仮説を設定し実験に取り組むことや，自然事象を原因と結果の因果関係で捉えることに課題がある。こうした背景を踏まえ，小中学校学習指導要領解説理科編（文部科学省，2018）では，理科が目指す問題解決の過程について，校種に関わらず同じ展開で行うことが示された。理科の学習が始まる小学校第3学年から自然事象を因果関係で捉え，児童自ら仮説を設定することを初発とした一連の問題解決の学習を繰り返し行うことで，児童生徒の問題解決の力が育成されていくという様相は想像に難くない。本研究で開発された指導法は，小中学校の全ての観察・実験等への適用の適否を検討しており汎用性が高いと考えられる。