Abstract
This study aims to utilize “dynamic equilibrium” as a cross-cutting concept in the science curriculum. The first step in its demonstration is the attempt to find a phenomenon in natural science that can be interpreted by “dynamic equilibrium.” To demonstrate this, we set out to find these phenomena. The keywords for searching these papers were determined by reviewing papers in science education from Japan and other countries. The keywords “balance,” “stability,” “system,” and “dynamic equilibrium” were used to search for full-text articles in the field of science. Next, the phenomena dealt with the retrieved science articles; additionally, the study results of the 2016 revision in the Guidelines for the Course of Study in Japan were reviewed. The results were compared with the learning content. As a result, the selected contents were plural and covered multiple domains. Based on these results, a case study involving multiple learning contents was discussed. To summarize, we can establish that the applicability of “dynamic equilibrium” as a cross-cutting concept in science curriculums was examined in this case study.
