1988 Fiscal Year Final Research Report Summary
Developmental Study on Curriculum and Teaching Method for Development of Practical Abilities in Science Education
| Project/Area Number |
62450090
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| Research Category |
Grant-in-Aid for General Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | National Institute for Educational Research |
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Principal Investigator |
KOJIMA Shigeo National Institute for Educational Research, 次長 (30000037)
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| Co-Investigator(Kenkyū-buntansha) |
SARUTA Yuji National Institute for Educational Research, 研究員 (70178820)
MATSUBARA Shizuo National Institute for Educational Research, 主任研究官 (50132692)
SHIMONO Hiroshi National Institute for Educational Research, 室長 (30142631)
UMENO Kunio National Institute for Educational Research, 室長 (00132689)
MIYAKE Masao National Institute for Educational Research, 室長 (50000071)
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| Project Period (FY) |
1987 – 1988
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| Keywords | Science Education / Experiment / Observation / Practical Test / Curriculum |
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| Research Abstract |
Two curricula for this study (Plan A: induction-oriented, Plan B: deduction-oriented) were made in cooperation with co-workers in five prefectural centers for educational research and elementary, lower secondary and upper secondary schools. The topics of lessons were 'The function of a lever' for the 5th graders in elementary level, 'Generation of hear by an electric current' for the 2nd graders in lower secondary level, and 'Work' for the 1st graders in upper secondary level. Science lessons based on plan A and B were given at the experimental schools in four districts (Iwate, Gifu, Okayama, Hiroshima). After the lessons, students were examined on the practical abilities, science knowledge, scientific attitude, understanding of science, etc.
The main results are as follows; 1. In comparisons of practical tests and science tests between plan A and B, at all levels, there are many items in which the scores of students on plan A are higher than the ones on plan B. 2. Particularly, at lower secondary level, there is a tendency that deduction-oriented plan B has more effect on the students with high achievement, and induction-oriented plan A has more effect on the students with low achievement.
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