中学校理科の教師用指導書を対象とした教師の学習支援に関する分析：第１分野「電流とその利用」の事例

抄録

The purpose of this study was to analyze Japanese secondary science curriculum materials to determine their potential for supporting secondary teacher learning. In the study, curriculum materials for “Electric Currents” provided by five secondary science textbook publishers were analyzed from the viewpoint of design heuristics for educative curriculum materials. The research questions that guided this study are: (1) What kind of professional knowledge contents for teacher learning are supported intensively in the curriculum materials; and (2) what kind of forms of support for teacher learning are contained in the curriculum materials. Based on the results, some characteristics of Japanese secondary science curriculum materials were identified. First, there was strong support for pedagogical content knowledge of science topics, especially, support for teachers in using scientific phenomena. However, there was only weak support for pedagogical content knowledge for scientific inquiry. Second, the materials contained several forms of support that helps teachers know how to use instructional approaches and activities in productive ways, i.e. implementation guidance. But the materials contained only a few forms of support that present explicit justification for using particular instructional approaches by explaining why these approaches are pedagogically and scientifically appropriate, i.e. rationales.