| Project/Area Number |
18K02613
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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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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Kanazawa University |
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Principal Investigator |
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| Project Period (FY) |
2018-04-01 – 2025-03-31
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| Project Status |
Completed (Fiscal Year 2024)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2021: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2020: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2019: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 問題解決 / 主体的な学び / 自由な試行活動 / モデル化 / 生活科の育ち / 見当 / 帰納法・演繹法 / 予備実験 / 生活科での育ち / 単元構想 / 児童の反応 / 教師の意識 / 小学校理科 / 見通し / 実験 |
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| Outline of Final Research Achievements |
We have conducted a series of practical studies to elucidate, through classroom practice, the learning process that enables children who are learning through concrete activities and experiences in life science to solve problems independently and the work of the teacher, and to propose a general-purpose science class model. As a result, it was confirmed that with teaching materials that can be manipulated concretely, independent and creative learning can be guaranteed by replacing the “thinking-centered ‘prediction’” of the conventional science learning method of “problem,” “prediction,” “experiment/observation,” “discussion,” and “summary,” with “finding through concrete manipulation. The teacher's function is two-fold: (1) to formulate a unit directly linked to the objectives, and (2) to support the children as researchers as they take on the challenge of an unknown nature.
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| Academic Significance and Societal Importance of the Research Achievements |
小学校の理科室へ行くと、理科の学び方の『型』を示す掲示が多く見られるように、理科の学び型は、第2次世界大戦以降、『問題』→『予想』→『実験・観察』→『考察』→『まとめ』が一般的な学び型として定着している。しかし、30年以上前に活動・体験を重視する生活科が誕生したが、生活科における育ちを踏まえることなく、理科の基本的な学び方はそれ以前と変わっていないのである。
そこで、生活科の学びを生かした、小学校理科の学び型の『型』をモデルとして示すことが、主体的な子どもの理科学習を展開するうえで重要だと考え、本研究を行った。本研究は、理科学習を指導する教員にとって、社会的に大きな意義がある。
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