A comparative study between Japan and Germany on the role of metacognition ability on understanding scientific knowledge

2016 Fiscal Year Final Research Report

• Project/Area Number: 26282042
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Partial Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: National Institute for Educational Policy Research
• Principal Investigator: YOSHIOKA RYOEI 国立教育政策研究所, 研究企画開発部教育研究情報推進室, 総括研究官 (40200951)
• Co-Investigator(Kenkyū-buntansha): Kaiser Stefan 國學院大學, 文学部, 教授 (20260466) ; 寺田 光宏 岐阜聖徳学園大学, 教育学部, 教授 (40514641) ; 藤田 剛志 千葉大学, 教育学部, 教授 (90209057)
• Research Collaborator: SCHAEFER GERHARD ハンブルク大学, 教育学部, 教授 ; SINZINGER MICHAEL ゲーテーギムナジウム レーゲンスブルク, 教諭 ; SCHAEFER ZOERGIEBEL SIGRID
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: 科学教育 / 概念理解 / 国際研究者交流 / ドイツ / 高校生

Outline of Final Research Achievements

This is a research study to grasp the actual state of students' understanding of concepts. The research was conducted in the form of comparative study between Japan and Germany.
The concepts that we picked up are five, reality, evolution, nature, culture, and civilization. We developed 7 tasks for investigation. Each is a question to ask about concept understanding in cognitive, emotional, and sensual aspects. The six tasks were answered on paper, and one task was to play gestures. We devised all tasks to fit in one hour and conducted surveys in the classroom. The investigation results of each tasks gave meaningful results. However, it did not reach the conclusion that synthesized all the results.

Free Research Field

科学教育, 教育情報学