米国におけるNGSSに準拠した州カリキュラムの完成に至る過程―ニュージャージー州，カリフォルニア州，そしてマサチューセッツ州に着目して―

抄録

The aim of this study is to depict the development process of state science standards and curriculums based on the “Next Generation Science Standards” (NGSS) in New Jersey, California, and Massachusetts, and to look at the common features found in each state’s implementation. The authors utilized two frameworks of analysis: 1) How state science standards and curriculums were developed to correspond to NGSS, and 2) what parts of the standards and curriculums were revised during this process and why. While our study found some differences in the development process and learning contents, it also found the following similarities: 1) opportunities were provided for citizens to share their opinions on the development and revision of state standards and curriculums, 2) teachers were included in several phases of the development process, and 3) most of the learning contents from NGSS were adopted into state standards and curriculums. While Matsuo (2010: 33–36) pointed out that current US education reforms generally tend towards national standardization of US education, this study found through close analysis of three particular states that in fact some differences were highlighted in the implementations of NGSS and standards or curriculums based on NGSS.