| 研究課題/領域番号 |
22KF0274
|
|---|
| 配分区分 | 基金 |
|---|
| 研究機関 | 広島大学 |
|---|
研究代表者 |
磯崎 哲夫 広島大学, 人間社会科学研究科(教), 教授 (90243534)
|
|---|
| 研究分担者 |
ERRABO DENIS DYVEE 広島大学, 人間社会科学研究科(教), 外国人特別研究員
|
|---|
| 研究期間 (年度) |
2023-03-08 – 2025-03-31
|
| キーワード | STEM education / science education / lesson study |
|---|
| 研究実績の概要 |
We expanded our dataset to include epistemic practices in the Philippines and Japan. This expansion involved examining these countries' science education curricula, policies, and practices to gain a deep understanding that would help us customize our intervention to match local objectives and approaches. After carefully considering these factors, we developed specific interventions for the Philippines, taking inspiration from the educational standards set by Japan. We utilized in-depth lesson studies to refine our teaching approaches by incorporating best practices and focusing on the intersection of cognition and emotion to enhance students' metacognitive abilities. We conducted two focused group discussions to identify key learning competencies and develop creative learning activities to foster deeper understanding and engagement while meeting educational standards.
We developed formative assessments to monitor and support students' progress, ensuring that our interventions were effective and responsive to their needs. We developed detailed teaching protocols to assist educators in implementing these interventions effectively. To facilitate the implementation of our interventions, we closely collaborated with partner schools in the Philippines, involving logistical planning, aligning our goals with school curricula, and ensuring all stakeholders were well-prepared for the new teaching strategies. Through this collaborative effort, we aimed to create a supportive and dynamic learning environment that could significantly enhance educational outcomes.
|
| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
Our research has revealed distinct epistemic practices across different cultures. In the Philippines, educators employ various teaching methods to advance pedagogical knowledge, whereas in Japan, a strong emphasis exists on pedagogical content knowledge. These findings highlight the critical importance of cross-cultural benchmarks in establishing comparative standards supporting education's democratization and internationalization. Understanding these diverse approaches can promote a more inclusive and globally recognized body of knowledge to inform educational practices. We have carefully organized our findings and submitted them for publication in January. This publication aims to contribute to the academic discourse and provide valuable insights for educators and policymakers seeking to enhance educational goals and practices worldwide.
|
| 今後の研究の推進方策 |
As we enter the final phase of our research, we plan to implement our intervention in both the Philippines and Japan. Our approach involves a comprehensive rollout, during which we will monitor and document the impact of our science education practices on students' cognitive abilities and behavioral attributes. We aim to collect data to uncover intriguing insights and patterns that will be of significant interest to the academic community. Additionally, we plan to share our research findings with educators in the communities where we deploy our intervention, aiming to foster equity in knowledge and improve pedagogical practices. These findings will contribute to the existing body of research and offer practical recommendations for educators looking to implement similar interventions. By documenting the outcomes, challenges, and successes, we aspire to provide a comprehensive resource that supports the broader objective of enhancing science education worldwide.
|
