The Basis and Fundamentals of Science Education as Seen in Textbooks
| Project/Area Number |
13610271
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Hokkaido University |
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Principal Investigator |
SUDA Katsuhiko Hokkaido University, Graduate School of Education, Prof., 大学院・教育学研究科, 教授 (60091469)
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| Co-Investigator(Kenkyū-buntansha) |
OKANO Tsutomu Niigata University, Faculty of Education and Human Sciences, Assoc. Prof., 教育人間科学部, 助教授 (30233357)
OTAKE Masami Hokkaido University, Graduate School of Education, Assoc. Prof., 大学院・教育学研究科, 助教授 (70221827)
OHNO eizo Hokkaido University, Graduate School of Education, Assoc. Prof., 大学院・教育学研究科, 助教授 (60271615)
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| Project Period (FY) |
2001 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥2,300,000 (Direct Cost: ¥2,300,000)
Fiscal Year 2002: ¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2001: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | basis and fundamentals of science education / textbooks / public education / the period of free compilation / the period of authorization / arithmetic / science / reader |
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| Research Abstract |
The present research has examined the contents of mathematics (arthmetic) and natural science textbooks in the Meiji period in order to reveal what conception of the "basis and fundamentals" of science education was embodied in them, and to abstract some perspectives which are relevant to curriculum design and content construction today.
As far as mathematics education is concerned, the discussion has been focused on the concept of fraction.
I) Fraction teaching was not broken up, but constituted a coherent teaching.
II) The definition of fraction was given not only in terms of equal division, but also in terms of quotient.
III) There were many textbooks that gave detailed explanations of the contimuity and identity of fraction operations and multiplications by whole numbers.
As far as natural science education is concerned, the content construction as found in high school physics textbooks in the Meiji period has been compared with the content construction in the recent junior and senior high school physics education. Approximately the same content construction was adopted in some textbooks. But, the systematism in the Meiji period enables students to better learn acoustics.
Readers in the Meiji period contained many topics that comprised a part of science education. The significance of conceptual system construction has been shown that can place it in whole science education.
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Report
(3 results)
Research Products
(14 results)
