A Comparative Sociological Exploration of Science Curriculum : Focus on a GCSE Science Textbook in England

• Project/Area Number: 26381123
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Sociology of education
• Research Institution: Tokyo Gakugei University
• Principal Investigator: KANEKO Mariko 東京学芸大学, 教員養成カリキュラム開発研究センター, 教授 (70334464)
• Co-Investigator(Renkei-kenkyūsha): MITSUISHI Hatsuo 帝京大学, 付置研究所, 教授 (10157547)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Project Status: Completed (Fiscal Year 2017)
• Budget Amount: ¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000); Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000); Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000); Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000); Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
• Keywords: カリキュラム / 教科書 / 教師 / イギリス / 日本 / 科学教育 / 科学

Outline of Final Research Achievements

The purpose of this research is to analyze the process of transformation of educational knowledge sociologically. I focused on the changes in the contents of the first edition (2006) and the second edition (2011) of textbooks compliant with the Twenty First Century Science (21CS) course suite in the UK. I analyzed the data from interviews with the Nuffield Foundation and writers responsible for the creation and publication of the textbook, and school science teachers.
21CS was born in a country such as England, where compared to Japan, there is a greater degree of institutional freedom to produce textbooks. Nevertheless, the second edition retreated the original purpose and philosophy of 21CS. There are various social factors such as reorganization of QCA which had the role of curriculum development, the market mechanisms related to GCSEs and textbooks, and the speculations of teachers, students, and parents.

Research Products

• [Int'l Joint Research] Technische Universitat Dresden(ドイツ)
• [Int'l Joint Research] King’s College London(イギリス)
• [Journal Article] 新たな科学教育が生まれた社会的文脈―2000年代のイギリスにおけるTwenty First Century Scienceの誕生に注目して― (2018)
  • Author(s): 金子真理子
  • Journal Title: 東京学芸大学教員養成カリキュラム開発研究センター研究年報 Volume: 17 Pages: 37-47
  • Open Access
• [Journal Article] 子どもの「意見表明権」の社会的意義 (2015)
  • Author(s): 金子真理子
  • Journal Title: 子ども社会研究 Volume: 21号 Pages: 75-94
  • Peer Reviewed / Acknowledgement Compliant
• [Journal Article] 小学校における英語教育 (2015)
  • Author(s): 金子真理子
  • Journal Title: 児童心理学の進歩 Volume: 54 Pages: 133-160
  • Peer Reviewed
• [Journal Article] 教員文化における「承認の構造」とその分断 (2014)
  • Author(s): 金子真理子
  • Journal Title: 現代の社会病理 Volume: No.29 Pages: 19-37
  • Peer Reviewed / Acknowledgement Compliant
• [Presentation] 教師の専門性とは何か (2016)
  • Author(s): 金子真理子
  • Organizer: 日本教師教育学会第26回研究大会公開シンポジウム
  • Place of Presentation: 帝京大学（東京都・八王子市）
  • Year and Date: 2016-09-17
  • Invited
• [Book] 「子どもの意見表明と民主主義」坂井俊樹監修 小瑶史朗・鈴木隆弘・國分麻里編著『１８歳までに育てたい力―社会科で育む「政治的教養」―』 (2017)
  • Author(s): 金子真理子
  • Publisher: 学文社