| Co-Investigator(Kenkyū-buntansha) |
OGAWA Takenori Professor, Hyogo Univ. of Teacher Education, 学校教育学部, 教授 (80029264)
ONDO Tomonori Professor, Kobe University, 教育学部, 教授 (40033568)
SUZUKI Hisao Professor, Yokohama National University, 教育学部, 教授 (90114165)
SAEKI Keiichi Professor, Mukogawa Women's University, 文学部, 教授 (80030534)
OSHIO Takanori Professor, Ashiya University, 教育学部, 教授 (20046676)
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| Research Abstract |
Rapid progress of science and technology in recent half century depends on the development of the interdisciplinary research of science and technology and their linking. The remarkable advance and diffusion of them not only innovate in industrial structure but are involving human daily lives in Wide-spread system of modern science and technology. Science study in schools is apt to be coceptive memory work of laws and theories, and gives little realization to learners. Technological education is used to be nothing but manufacturing handicraft or assembling. These educational programs lead learners to little instructive results. In the general education in schools, science and technology have to be integrated with each other, and fundamental scientific conception, laws and theories, should be translated into technological realization and also into practical phenomena in daily lives.
Science education is tried to link to technology one through following five courses of application ; 'subst
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ances to materials','conservation of energy to its effective application','concept of the information society to hard and soft ware practice', 'life and environment, biology to human life',and 'systematic view of things' concerning whole courses. Curricular items of science education in primary and secondary school courses of study are allocated to some integrated fields of them, and listed. All over the course, items of science curricula form merely conceptional idea of learners concerning with substance, energy, biology, and surrounding natural phenomena, but are short of providing them with practical realization of material, efficiency of work, and hydraulic phenomena, and so on.
Curricula of industrial arts and home making education in Japanese schools, being constructed by means of conventional phylosophy below the scientific level of present life, they can not share the responsibility for establishment of integrated curricula of science and technology education without reconstruction of themselves. Less
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