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2023 Fiscal Year Final Research Report

A Study on the Emergence of Scientific Inquiry at the Early childhood and its Link to the Lower Primary Education

Research Project

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Project/Area Number 20K20854
Research Category

Grant-in-Aid for Challenging Research (Exploratory)

Allocation TypeMulti-year Fund
Review Section Medium-sized Section 9:Education and related fields
Research InstitutionNational Institute for Educational Policy Research

Principal Investigator

Matsubara Kenji  国立教育政策研究所, 教育課程研究センター基礎研究部, 総括研究官 (10549372)

Co-Investigator(Kenkyū-buntansha) 小林 佳美  川口短期大学, その他部局等, 講師 (80866335)
中和 渚  関東学院大学, 建築・環境学部, 准教授 (00610718)
末松 加奈  東京家政学院大学, 現代生活学部, 助教 (30825625)
高阪 将人  福井大学, 学術研究院教育・人文社会系部門(教員養成), 准教授 (50773016)
Project Period (FY) 2020-07-30 – 2024-03-31
KeywordsNOS / 科学的探究 / 幼児教育 / カリキュラム
Outline of Final Research Achievements

The purpose of this study was to conduct research on the connection between the development of scientific inquiry in early childhood and scientific inquiry in the early elementary school years. In particular, we examined the systematization of elements that can be connected between early childhood and early elementary education, while historically organizing how scientific inquiry has been viewed in kindergarten education guidelines, elementary school curriculum guidelines, and other guidelines. In addition, an empirical investigation on the development of scientific inquiry was conducted with 5-year-old children and early elementary school students as a joint research with J. Lederman let team in the United States.

Free Research Field

科学教育

Academic Significance and Societal Importance of the Research Achievements

子供は自然に触れる体験等を通して、ある事象に対して疑問を持つに至る。こうした疑問を持つといった心の動きが科学的探究心の芽生えであり、小学校以降の科学的探究の基盤となり得る。本研究では、幼児期と小学校低学年期における科学的探究心の接続に関する研究を行うことで、子供たちが段階的に科学的探究を学ぶための基礎研究を進めたことに意義がある。さらに、本研究の知見は、小学校理科の「問題解決の力」、中学校理科の「科学的に探究する力」の学習に寄与するものである。

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Published: 2025-01-30  

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