2009 Volume 50 Issue 2 Pages 39-50
A new problem-solving learning model for science education is proposed owing to applying the W-style problem-solving model proposed by Jiro Kawakita. It is comprehensively considered from the experience to thinking how the science education should be to foster the science literacy, and the contents and methods were proposed. The outline of the paper is described as follows: 1. Some issues of the previous linear learning model for fostering problem-solving ability were discussed by applying such a process as problem proposal → exploration → observation → discovery → setting up hypothesis → inference → design of experiment → observation and experiment → verification → generalization to a series of scientific inquiring process for fostering science literacy. One of them is the previous model of science education without doing fieldwork systematically. The new model shows a series of problem-solving process to think highly of problem acquisition that should be considered for fostering the problem-solving ability for children from the overlooking viewpoint. 2. Two tasks of the science education in Japan have been considered on the basis of the W-style problem-solving model among three scientific abilities such as "Acknowledging scientific questions", "Using scientific evidence" and "explaining phenomena scientifically" which are appointed in the PISA 2006 survey. 3. 5 learning models are categorized on the basis of the W-style problem-solving model as a policy to fostering the science literacy for children. The examples for each category were proposed.
