A case study on students inquiry at high school science that support to acquire science literacy

2016 Fiscal Year Final Research Report

• Project/Area Number: 25350233
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Utsunomiya University
• Principal Investigator: HITOMI Hisaki 宇都宮大学, 教育学部, 教授 (10218729)
• Project Period (FY): 2013-04-01 – 2017-03-31
• Keywords: 高校理科 / 課題研究 / 探究

Outline of Final Research Achievements

In this research, modular teaching materials were evaluated that support to acquire science literacy. A case study was conducted that include the development of modular teaching materials and the evaluation items for the practice. Two kinds of chemistry modular teaching materials for high school students were developed. The contents were (1) check of water quality and (2) utilization of vitamin C. Those materials showed the relationship between chemistry and our daily lives. The modular teaching materials contributed to students’ understanding of chemical learning contents. Then the outline and the characteristics of the engineering design were analyzed. The engineering design has been introducing to science teaching in U. S. Student inquiry is just scientific inquiry, so that it is the key that the learners themselves continue to pursue the problem. Story-setting situation situating in engineering design seems to be an indication to teaching method of student inquiry.

Free Research Field

科学教育