Science Teacher Education Using Learning Progressions

2015 Fiscal Year Final Research Report

• Project/Area Number: 25282038
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Partial Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Kobe University
• Principal Investigator: YAMAGUCHI ETSUJI 神戸大学, 人間発達環境学研究科, 准教授 (00324898)
• Co-Investigator(Kenkyū-buntansha): OSHIMA Jun 静岡大学, 情報学部, 教授 (70281722) ; MASUKAWA Hiroyuki 静岡大学, 教育学部, 准教授 (50367661) ; SAKAMOTO Miki 神戸大学, 大学院人間発達環境学研究科, 教授 (90293729) ; YAMAMOTO Tomokazu 兵庫教育大学, 大学院学校教育研究科, 准教授 (70584572) ; DEGUCHI Akiko 宇都宮大学, 教育学部, 准教授 (70515981) ; INAGAKI Shigenori 神戸大学, 大学院人間発達環境学研究科, 教授 (70176387)
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: 科学教員養成 / ラーニング・プログレッションズ

Outline of Final Research Achievements

This study is an interdisciplinary collaborative study among researchers in learning sciences and science education. The purpose of the study is to develop science teacher education programs using learning progressions (LPs). LPs are “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time.” (NRC, 2007). LPs are utilized to determine the stepping stone ideas or productive failures which significantly enable development of scientific proficiency. The result of the study is to propose a standard for science teacher education programs using learning progressions, and develop cases of science teacher education programs based on the standard.

Free Research Field

科学教育