Abstract
This paper considers the role of pedagogy in teachers education cooperated with discipline, using a case example.
The case example is Science Lesson Research I・II, a subject in the Faculty of Education at Kagawa University in which this cooperation can be considered to function effectively. This class has continued with almost the same content and form at until today since 1998.
The class adopts a method in which physics, chemistry, biology, and geoscience teachers teach lessons with science pedagogy teachers through discussion with the students. When doing so, it is essential that the teachers reach a shared understanding of how science should be taught in advance.
The main aspects of how science should be taught in the shared understanding are enabling children to understand scientific knowledge with interest, and requiring elementary and junior high school teachers to base their teaching on the government curriculum guidelines and textbooks, while including innovations and creativity beyond them
Explaining the validity of this way of teaching science based on a pedagogical conception of education is an important role of pedagogy. This explanation is shown by this paper. In doing so, this paper takes the premise that it will clarify what lessons that respect the right of the child to express his or her own views are like.
