| Project/Area Number |
17K01035
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Fukuoka University of Education |
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Principal Investigator |
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| Project Period (FY) |
2017-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2018: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2017: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
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| Keywords | 組立・分解 / 実習題材 / ESD / 持続可能 / 技術科 / 組立分解 / 組立 / 分解 / 接合 / ２段錐 / 科学教育 / 教育工学 |
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| Outline of Final Research Achievements |
The training subject which aimed at assembling and resolution was developed, and introduced into the class of the technical education for junior high school. From that results, the educational effects were confirmed that the shortening of the number of lesson hours became possible, it was cleared that the formation of sense of values of ESD was enabled through production training. In addition, an educational effect was accepted because the students deepened understanding for the making of product in consideration for environment and the sustainable society. Furthermore, the hearing was performed in the teacher workshop of technical education held in cooperation with the education office, the learning program introduced into the training subject was optimized. Mainly on the teacher workshop of technical education, the scaffold of the platform for new making things education was finally built.
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| Academic Significance and Societal Importance of the Research Achievements |
ものづくり教育を通してESDが目指す価値観を形成するためには，ただ製作するだけではなく，持続可能であることを意図した製作に転換する必要があった。そのために，組立・分解を可能とする工具を新たに開発した。工具として２段錐，固定冶具，キャップ木ねじをそれぞれ考案開発した。さらに，これらの工具を用いた組立・分解型実習題材による学習プログラムを開発し，授業実践を行った。その結果，ESDが目指す価値観を形成するための新しいものづくり教育に効果的であることを示唆した。これは，製作実習を通して持続可能な社会に対する理解を深めることができる実習であることから，技術科教育での学術的意義は大きいと考えられる。
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