2011 Fiscal Year Final Research Report
A Japanese-German comparative study of the relationship between metacognition in science learning and scientific knowledge and attitudes
| Project/Area Number |
21300299
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | National Institute for Educational Policy Research |
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Principal Investigator |
YOSHIOKA Ryoei 国立教育政策研究所, 教育研究情報センター, 総括研究官 (40200951)
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| Co-Investigator(Renkei-kenkyūsha) |
FUJITA Takeshi 千葉大学, 教育学部, 教授 (90209057)
KAISER Stefan 筑波大学, 人文社会科学研究科, 教授 (20260466)
TERADA Mitsuhiro 岐阜聖徳学園大学, 教育学部, 准教授 (40514641)
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| Research Collaborator |
SHAEFER Gerhard ハンブルク大学, 教育学部, 教授
LANGLET Juergen) ヨハネウム高校(リューネブルク市), 校長
SEITERS Hildegard ノイグラーベン高校(ハンブルク市), 教諭
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| Project Period (FY) |
2009 – 2011
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| Keywords | 自然科学教育(数学、理科、物理・化学・生物・地学、情報) / 日独比較研究 |
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| Research Abstract |
We administered a survey by questionnaire to first-year high school students in Germany and Japan. The survey inquired about understanding the meaning of life, understanding scientific concepts and understanding the relationship between oneself and one's surroundings. The results showed that in comparison to their German peers, Japanese high school students' understanding of the meaning of life is superficial, and their understanding of scientific knowledge and their selves is simplistic.
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