A Case Study on the Educational Effect of Curriculum Management That Placed Language Activities of Japanese into the Process of Problem Solving of Science

Abstract

This research aims to clarify an effective connection between units of science and Japanese language activities and its educational effect by providing a scientific explanation based on a description of putting into practice a class where Japanese language activities were included in the process of problem solving of science. As a result, in a situation where a learner sets an expected result and subsequently reorders it, repeated exposure of a form of learning which places Japanese language activity in the process of problem solving in science, it becomes possible to formulate a scientific explanation based on the description. In addition, the effect of applying this practice was confirmed by the unit in which the consciousness level of a figure and already learned items increases.

Moreover, it is thought that the practice of linking science units with a Japanese language unit facilitates the understanding of the Japanese language “Writing” unit, and is effective for learners who have problems with writing things only once. The utility of using the effect time numerical reduction provides, and the validity of the view of the curriculum management were confirmed.