実社会・実生活の問題解決という文脈を導入したSTEM教育型理科授業のデザインに関する研究

抄録

This paper reports on the results of an analysis of a trial STEM-education-type science class that adopted an engineering process, aimed at enhancing the recognition of the practical value of science. We conducted a questionnaire survey to compare the pre/post results of the STEM-education-type science class. The results showed that the students became aware of the practicality of science. However, it was unclear whether they could have been able to appreciate its value. In order to examine the effects of the STEM-education-type science class more clearly, we conducted further analysis according to three groups of the survey subjects: ascending (noticed practicality)/no change/descending (lost sight of practicality). In consequence, it was shown that the “ascending” group had become able to recognize the practical value of science. Besides, it became clear that their favor of and confidence in science has improved. On the other hand, the “descending” group showed the opposite results, indicating that their recognition of the practical value of science was declining. This suggests the importance of preparing a variety of approaches in order to fit the needs of each individual.