| Project/Area Number |
13680289
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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 |
教科教育
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| Research Institution | Aichi University of Education |
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Principal Investigator |
YOSHIDA Atsushi Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (90115668)
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| Co-Investigator(Kenkyū-buntansha) |
TONISHI Shoju Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (20135396)
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| Project Period (FY) |
2001 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 2003: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2002: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2001: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Science Teachers / The nature of Science / The View of Science Teaching / The Value and Means of Science / Science Teacher Education / The Limit of Science / The Role of Science Experiment / The Imaginative elements of Science / 経験主義科学観 / 相対主義科学観 / 科学観 |
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| Research Abstract |
What method of science teaching depends on teacher's idea of the Nature of Science and his/her teaching experience? There are a lot of districts where young teachers are mentored by the experienced teachers and are able to improve their method of science teaching in inservice training. The hypothesis-deductive instruction is a traditional method which observation and the experiment are emphasized. Moreover, the content of science is very large to teach students, which require science knowledge centered instruction in science teaching in junior and senior high schools. To identify the relationship between science teachers' understanding of "The Nature of Science (NOS)" and method of science teaching is main purpose in this research. The science teachers' understanding of the nature of science are fundamentally traditional, which emphasize the inductive or deductive way in science teaching. However, the lecture methods and techniques is usually used to promote students' understanding of-
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the science knowledge as content because of the entrance examinations. So most of teachers ignore "NOS" in science teaching.
We designed the questionnaire concerning "Handling of the nature of science in the science teaching" which has 16 items for 65 junior high school science teachers, compared with the result of the university students (science major). In this research, 16 investigation item of paper test consist of "the Nature of Science in science teaching" and "Science which the scientist did" which was designed based on the research by McComas W.F (2000). The followings were the main results of this research ; (1) The teachers' understanding on the limit of the science (utility of the content of study) is more affirmative than that of the students ; (2) The teachers understanding on the imaginative elements of the science (execution of the observation and the experiment based on student's idea) is more extremely negative than the students ; (3) The students' understanding of the role of the experiment (The science is led by the experiment) is more affirmative than that of the teachers ; and, (4) The teachers and the students must be affirmative on the understanding in the tentativeness of science knowledge, the preconception, the subjectivity of the science, and the role of the inference in the culture and the science of the science.
It can be said that it is necessary to review "the understanding of the Nature of Science" in the science teacher education correctly. Moreover, introducing the meaning of the observation and the experiment and the discussions by the students in the practice of the science teaching by which the nature of the science is assumed to be a base is necessary. In the practice and the evaluation of science teaching will be very important and essentially to improve science teaching dynamically. Less
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