国際バカロレア数学・理科カリキュラムにおける 中核的な概念を用いた実践の応用

中等教育段階資料における実践事例の質的分析

抄録

The International Baccalaureate (IB) programme is rapidly expanding worldwide and is increasingly influencing national education systems, including Japan’s curriculum. While previous research has extensively examined the IB’s concept-based approach in language and social studies, there remains a significant gap in studies focusing on its application within STEM fields (Science, Technology, Engineering, and Mathematics). This gap is particularly important given the need to cultivate highly skilled STEM talent, especially in contexts where traditional STEM education has often emphasized memorization rather than deep conceptual understanding. This paper aims to analyze how the IB integrates core concepts into its secondary-level Mathematics and Science curricula by examining official IB documents as primary sources. The study explores how the IB’s conceptual and inquiry-based learning approaches promote essential learning, interdisciplinary understanding, and knowledge transfer within STEM subjects, thereby aligning with contemporary educational reforms.