「K-12科学教育のためのフレームワーク」に基づいた結晶構造モデルに関する実践授業

抄録

In this paper, we describe a grouping and implementations of project studies in the area of natural science in secondary schools, in contrast with “a framework for K-12 science education”. The conventional project studies can be classified into three types. All types are unacceptable for either secondary schools or universities. Two implementations based on the conventional education system and “a framework for K-12 science education” were executed for the subject of crystal structures. As the results, it was confirmed that the latter way was superior to the former one because of inducing new cross cutting concept by using mathematical thinking. The results imply that learning methods based on K-12 science education is useful for the secondary education system. It is also acceptable for the university education.