2023 Fiscal Year Final Research Report
A study on the development of science teaching competence of preservice teacher: Development of a program to support reflection
| Project/Area Number |
20K14120
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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 09080:Science education-related
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| Research Institution | University of Yamanashi (2021-2023)
Meiji Gakuin University (2020) |
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Principal Investigator |
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Keywords | 教師教育 / 教員養成 / 授業力量 / 省察 |
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| Outline of Final Research Achievements |
In this study, a case study was analyzed on the actual situation of reflection in the educational practice of preservice science teachers, from two perspectives: telling and writing. The actual situation of reflection on 'speaking' was elucidated from the perspective of transformative learning. Regarding 'writing', the actual state of knowledge construction was elucidated from the perspective of propositions and modalities.
In addition, activities were carried out to promote awareness of their view of science teaching. The results of the analysis suggest that the activities were effective in promoting the science preservice teachers ' view of science teaching.
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| Free Research Field |
科学教育
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| Academic Significance and Societal Importance of the Research Achievements |
国際的に，養成段階における教師教育は経験からの学びにシフトしているが，我が国の理科教師教育研究の領域では，その方法の検討に寄与するような知見の蓄積が少ない。その中にあって，本研究は，とりわけ理科教師を志望する学生の教育実習における省察の実態について，「語ること」と「書くこと」の2つの観点から事例的に解明した点，理科授業観に焦点化してその自覚化を促す方法を考案し，その有効性を示唆した点に意義がある。
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