Research on teaching material knowledge and learning knowledge of science teachers for leading deep learning through inquiry

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K03233
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09080:Science education-related
• Research Institution: Kumamoto University
• Principal Investigator: Watanabe Shigeyoshi 熊本大学, 大学院教育学研究科, 教授 (00230962)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 理科学習 / 教員養成 / 教材知 / 学習知 / 探究 / 熟達教員

Outline of Final Research Achievements

It was found that students in teacher training 1) are able to realize the need for basic and in-depth knowledge about content and teaching materials, and knowledge about everyday events related to teaching materials, with regard to "teaching material knowledge", but 2) are unable to focus on specific strategies for activating and expressing learners' thinking, with regard to "learning knowledge", and 3) are aware of the need to set a theme, prepare teaching materials and tools, and plan a lesson, but are weakly aware of the need to devise and select experimental methods, conduct preliminary experiments, and research teaching materials. Students who had completed their teaching practice reviewed their "teaching material knowledge" and "learning knowledge" through a process of self-reflection and improvement, and experienced teachers had an attitude of self-improvement as individuals, and acquired "teaching material knowledge" and "learning knowledge" as assets for new practice.

Free Research Field

理科教育

Academic Significance and Societal Importance of the Research Achievements

本研究によって明らかになった教員養成段階の大学生の「教材知」「学習知」の特徴と傾向は、理科教育の理論を実践に結び付るための講義や演習において習得・活用・探究の展開と、その流れで学習するときの視点と方法を提示する。また、「探究」的な学びを構想する過程で、実験方法の考案や選択を検討する学びと、予備実験および教材研究を行う経験が鍵になることを示唆する。また、探究を通した深い学びのためには、教師が1時間の授業を成立させるためのPDCAサイクルで「教材知」「学習知」を考える視点から、長期的な視野で「教材知」「学習知」の習得と熟成を考えるように転換する課題があることを明らかにした。