2022 Fiscal Year Final Research Report
Construction of Learning Theory and Instructional Method of Inquiry-Based Learning in Living Environment Studies Utilizing Learning Theory and Practice of Inquiry-Based Learning for K-2 in America
| Project/Area Number |
20K13869
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 09010:Education-related
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| Research Institution | Aichi University of Education |
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Principal Investigator |
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| Project Period (FY) |
2020-04-01 – 2023-03-31
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| Keywords | 生活科 / プロジェクト・アプローチ / J.L.メリアム / ミズーリ大学附属初等学校 / アメリカ教育 / 探究 / 低学年 |
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| Outline of Final Research Achievements |
In 2021, I investigated the actual state of inquiry-based learning by children in early childhood (up to age 8) in the U.S. The results were published in The Japanese Journal of Education for Living Environment Studies and Integrated Studies. In 2021, we focused on (1) clarifying the genealogy of the theory and practice of inquiry in the early grades and (2) clarifying the theoretical basis for the importance of inquiry in the early grades in the project approach practiced in the U.S. The results of (1) were published in the journal of the American Educational Association for The results of (1) were published in American Educational Research, and those of (2) were included in the book; Living Environment Studies in the Age of Qualities and Abilities: Intelligent, Social, and Emotional Perspectives (Sankeisha), published in 2022.
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| Free Research Field |
生活科教育 総合的な学習の時間
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| Academic Significance and Societal Importance of the Research Achievements |
これまで、生活科における探究についての理論基盤についてはあまり論じて来られなかった。本研究においては、生活科探究的学習理論を構築するための知見をプロジェクト・アプローチや新教育の動向より得ることができた。生活科は他教科と異なり、親学問がないことについてよく批判される。しかし、本研究成果において、盤石な理論的基盤を有するプロジェクト・アプローチと特質が類似しているということが明らかになったことにより、生活科の意義をプロジェクト・アプローチの理論や実践を媒体として問い直す機会を獲得したといえるのではないか。
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