"Socio-scientific issues"を取り入れた高等学校化学における授業実践研究 : 「バナジウムの酸化状態と色に関する実験」の教材開発を事例として

抄録

In the knowledge-based society, people who constitute that society not only have a knowledge of chemistry, but are also expected to utilize the knowledge acquired through the study of chemistry. However, in the context of what it is that classroom teachers actually do, the discussion on how to research teaching materials based on such perspectives has not been very specific. Therefore we practiced chemistry lessons to verify the effectiveness of the idea of "Socio-scientific issues" through the development of teaching materials for an "experiment on the oxidation state and color of vanadium". This study aims to provide a new general perspective on chemistry lessons at upper secondary school from theoretical and empirical approaches. Research has so far revealed the following results: (1) The use of "Socio-scientific issues" in lessons was effective in developing thinking ability to utilize the knowledge acquired through the study of chemistry. (2) Differences in the understanding of scientific knowledge between students in the experimental class and students in the control class were not observed, However, the teaching time used in introducing "Socio-scientific issues" in the lesson decreased the time given to experiments and considerations as well as the time spent learning scientific concepts and theories.