Relation between Lesson analysis and structure of educational content, and its unified representation theory in science education

2016 Fiscal Year Final Research Report

• Project/Area Number: 26350180
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Hokkaido University
• Principal Investigator: Ohno Eizo 北海道大学, 教育学研究院, 教授 (60271615)
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: 初中等教育 / 授業分析 / 教科書分析 / 物理教育 / 教育内容の構造 / 半順序集合

Outline of Final Research Achievements

Descriptions in a physics textbook are represented by texts, graphs, and figures. The descriptions can be interpreted as "physics knowledge to be taught." Analyzing the descriptions in a physics textbook as teaching materials reveals indirectly the underlying structure of "physics knowledge to be taught" embodied in that textbook. A teacher designs learning activities and develop teaching strategies. Lesson plans describe them with concrete objectives. In this study, explanatory descriptions of a physics textbook are segmented into a set of passages. Among some pairs of segmented descriptions, one-way relations are defined. Structures of a set of segmented textbook descriptions and a set of learning activities are represented by two partially ordered sets respectively. The mathematical formulation gives a pair of maps between these partially ordered sets.

Free Research Field

総合領域、科学教育・教育工学