| Project/Area Number |
17K04901
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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 |
Education on school subjects and activities
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| Research Institution | Kobe Tokiwa University |
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Principal Investigator |
Omori Masato 神戸常盤大学, 教育学部こども教育学科, 教授 (00194308)
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| Project Period (FY) |
2017-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2020: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2017: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 保育・幼児教育 / 規則性 / 法則性 / 科学概念 / 科学教育 / 幼児期 / 保育者養成 / 領域環境 / 境域環境 / 領域自然 / 一般性 / 幼児教育 / 保育 / NGSS / 危険生物 / 思考力の芽生え / 領域「環境」 |
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| Outline of Final Research Achievements |
The purpose of this study is to examine and propose educational methods for training nursery teachers who can facilitate experiences that enable young children to notice patterns and scientific concepts. To achieve this, we reviewed relevant literature from Japan and the United States on educational content, the skills required for nursery teachers, and educational methods. The research outcomes clarified specific examples of "patterns and scientific concepts that children can discover on their own," which form the core of educational content, and the "qualities and abilities required of nursery teachers" that correspond to the characteristics of Japanese childcare. However, the development of educational methods to cultivate these required qualities and abilities remained at the stage of identifying difficulties. In the future, it is necessary to examine practical educational methods based on the results of this study and verify their effectiveness.
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| Academic Significance and Societal Importance of the Research Achievements |
先行研究では、幼児期の科学教育の実践方法や実践に必要な力、そのための保育者養成教育についての検討が行われ多くの知見が蓄積されてきた。しかし、保育実践の場において「幼児が規則性・法則性や科学概念に気付く体験」に繋がる環境の構成や適切な援助ができる力を持つ保育者を養成する教育については、ほとんど検討されていない。そのため、現行の要領や指針に基づく保育実践では、この部分が依然として大きな課題となっている。本研究では、保育者養成教育の視点から、教育内容、保育者に必要な力、教育方法を検討した。特に、教育内容として「幼児が規則性・法則性や科学概念」の具体例を示したことは、この課題の解決に寄与したと考える。
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