2022 Fiscal Year Annual Research Report
Developing an Online STEM Education System: Through a Community of Inquiry Intervention
| Project/Area Number |
22F22310
|
|---|
| Allocation Type | Single-year Grants |
|---|
| Research Institution | Hiroshima University |
|---|
| Host Researcher |
磯崎 哲夫 広島大学, 人間社会科学研究科(教), 教授 (90243534)
|
|---|
| Foreign Research Fellow |
ERRABO DENIS DYVEE 広島大学, 人間社会科学研究科, 外国人特別研究員
|
|---|
| Project Period (FY) |
2022-11-16 – 2025-03-31
|
| Keywords | science education / STEM education / lesson study |
|---|
| Outline of Annual Research Achievements |
The open house lesson study, which we attended, shows Japan's commitment to high-quality education for future generations. Our inquiry expanded beyond classroom tactics to examine educational policy and curricula both in Japan and the Philippines.
Our ethnography shows that in the Philippines, STEM education, especilly science education focuses on transmitting factual knowledge. Factual knowledge leverages conceptual knowledge, in contrast to the mere acquisition of information: fostering critical thinking skills and facilitating the transfer of learning, adaptability, and effective problem-solving. It also involves transmitting basic science skills essential for establishing scientific literacy and active participation in scientific investigations.In contrast, STEM education, especially science education in Japan centers on transmitting metacognitive knowledge, which is critical for cognitive development and learning. This enables individuals to control their learning, adjust their strategies, participate in metacognitive processes, and apply their knowledge to new situations. It also transmits highly integrated skills that provide a comprehensive and interdisciplinary approach to scientific inquiry. Such skills foster a holistic comprehension of broader issues and the cultivation of analytical and reasoning abilities, ideation, and advanced learning.
The disparities in the Philippines' and Japan's STEM education systems reveal the educational qualities needed to build social cohesiveness between these two partnering nations.
|
| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
During the initial five months in Japan, the research period was too short to produce results such as conference presentations and publications.We initially wanted to learn the best online teaching and learning methods at the host university. After landing in Japan, we slightly changed our goals to traditional delivery techniques and saw that face-to-face classroom interactions were the norm. However, we established a research ecosystem, immersed ourselves in Japanese educational culture, and gained crucial insights for upcoming fieldwork in 2023. This period has marked significant learning and advancement, setting the stage for future study phases.
|
| Strategy for Future Research Activity |
In accordance with our research plan, we will make full use of the research environment we have developed and will steadily carry out fieldwork and theoretical research with our research collaborators.
|
