サイエンス・コミュニケーションにおける文理融合とサイエンス・リテラシー : 歴史系博物館における学習資源の特性と主体的学びからの考察

抄録

It is important that people maintain science communication at places such as museums throughout their lives, and the natural science museum carries an important role in this respect. However, a museum where science communication is developed is not only natural science system. Technology itself pervades in many aspects of human life, and that a general viewpoint beyond field of the studies has developed is a factor. This study clarifies the possibility of science communication in the History Museum in this through a fusion with history and natural science. The reason is that of physics and chemistry wethedology has been applied to the study of history. And therefore to think about human history from relations with natural environment from the viewpoint of environmental disruption has become important. From such techniques and an expansion of the object of historical study, I developed learning resources by fusing history and natural science in the History Museum, and show an example of the learning program and the actual situation of the user. A big problem in science communication is bidirectional communication between researchers and citizens. In this study, I pointed out that science literacy through citizens' active learning was necessary for bidirectional communication in the museum. Science literacy is a learning theory of constructivism and a scientific intellectual power. Furthermore, it involves fundamental skills for learning natural science and history. Science communicators understood these points and emphasized the necessity of learning support.