The study and practice of the LPs-use teaching method aiming at understanding deepening of the knowledge which becomes a core at science learning
| Project/Area Number |
26350184
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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 | University of Tsukuba |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2014: ¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
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| Keywords | 理科カリキュラム構成 / 理科教授デザイン / ラーニングプログレッション / 理科授業研究 / 構成主義 / 理科教育 / カリキュラム開発 / LPs / レリバンス |
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| Outline of Final Research Achievements |
In this research, the science concept to handle it in a school was structured from the view point of Learning Progressions(LPs). LPs showed the developmental understanding special quality of the learner about theory and a concept who takes the leading part in learning by cross table of a school age axis and the learning contents. In particular, a developmental process of scientific understanding of misconception or preconception study was indicated as LPs about energy concept. The core concept and the cross cutting concept were made clear there. A spadework for a learning problem and putting a question which correspond to student's rerevance of each grade was performed.
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Report
(4 results)
Research Products
(31 results)
