科学教育研究

特集「科学的リテラシー」

吉川厚

原稿種別: 巻頭言
2008 年 32 巻 4 号 p. 243-244
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.243

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日本の高校生のPISA読解力と科学的リテラシーの課題(<特集>科学的リテラシー)

有元秀文

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 245-250
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.245

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Japanese students have serious problems in Reading Literacy. Many cannot answer open-ended questions in the PISA test. No response rates for open-ended questions exceed the OECD average. A background for this problem is that Japanese teachers do not ask open-ended questions in the classroom. They don't usually discuss materials in school textbooks, and don't ask students to give their own opinions about these materials. The response rate for open-ended questions are also low in scientific literacy in PISA. The background for this problem may be similar to PISA reading literacy, because this problem originals in the Japanese culture of so-called silent communication. Japanese dislike speaking frankly and use vague expressions. But it's time to change so that we can participate in international society.

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科学的リテラシーにおける測定・分析の国際的動向 : 科学の公衆理解(PUST)調査関連の国際会議から(<特集>科学的リテラシー)

清水欽也

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 251-257
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.251

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This study reviews international trends in the measurement and analysis of scientific literacy and suggests some new directions for future studies of public understanding of science and technology (PUST). The researches reviewed in this study were presented in the international workshops/meetings held in London and Delhi during the last year. Based on the review, the international trends of the scientific literacy are identified as (1) the change in the perception of measuring scientific literacy from "a deficit model" to a way to measure the psychological distance between experts and the public, (2) longitudinal trend analysis and cross-national comparison, (3) effort to modify the knowledge items, (4) adopting the Item-Response Theory Model in the measurements. The study suggests that similar surveys should be conducted more frequently in Japan, so that the measurement of scientific literacy becomes more culturally suited to Japanese Society.

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百行プログラミングの試み : 情報通信技術の科学的理解のために(<特集>科学的リテラシー)

渡辺治

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 258-263
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.258

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In order to understand the principal ideas in the current ICT, I propose a "handred-line programming" for everyone, which is the experience of writing some short computer programs. In this note, after some brief explanation on the motivation of this proposal, I show two example exercises of such hundred-line programming.

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社会の持続性をめざした「科学的リテラシー」論(<特集>科学的リテラシー)

熊野善介

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 264-273
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.264

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Tremendous efforts have been made in order to establish the realities of "Scientific Literacy" for the coming decades in Japan. Especially, those efforts were crystallized by Kitahara et al. (2008). In this paper, targeting the discussion of what will be the next actions to come after the clear definition provided by "Scientific Literacy for all Japanese", are appropriate and well organized implementations in science education. For that purpose, more information on Earth System Education, Global Science Literacy, STL in UNESCO, and Definitions of Scientific Literacy in PISA are studied in this paper. Finally, the author analyzed the philosophy of the Illinois Mathematics Science Academy as one of the role models which see science education as 'doing' science. Also, the author discussed that teacher training with scientific literacy is the key issue for a Japanese sustainable society.

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高等学校の新しい学習指導要領数学編と数学的リテラシー(<特集>科学的リテラシー)

長尾篤志

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 274-281
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.274

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First, the relation between the mathematics course of study in upper secondary school and mathematical literacy was considered. In the mathematics course of study, the intention to foster mathematical literacy has been present for a long time. In 1989, the concept was clearly expressed in the revision, where the concepts, "mathematical aptitudes as literacy for life" and "competencies to use mathematics" were emphasized. Furthermore, in order to show directions for better teaching to words mathematical literacy, the phrase "through mathematical activities" was added in 1999. In the revision of 2009, on the basis of these improvements, mathematical activities are more strongly emphasized, problem-situation learning (Kadaigakushu in Japanese) is newly introduced into the compulsory subject "Mathematics I" and a selective subject "Mathematics A", and "Basic Mathematics" is changed to "Practical Mathematics". In mathematical activities, three points are newly added: students' spontaneity, using mathematics for considering concrete phenomena, and communicating mathematically.

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改訂された学習指導要領に見る技術リテラシー(<特集>科学的リテラシー)

上野耕史

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 282-290
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.282

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At present, it is the Technology field in the subject of Technology and Home Economics that in effect deals with Technology Literacy in compulsory education in Japan. Based on the opinions expressed by the Central Council for Education etc. before the Course of Study was revised, "Technology Literacy Required in the Contemporary Society" was determined as follows: "Basic knowledge and skills concerning materials, processing, transformation of energy, growing animals and plants, and information," "Understanding of technology in relation to the society and environment," and "The ability and attitude to assess and utilize technology."

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「技術リテラシー」育成を目指す文部科学省研究開発学校研究の現状と課題(<特集>科学的リテラシー)

山崎貞登

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 291-298
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.291

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This paper discusses the meaning of promoting technological literacy that everyone is expected to have in the knowledge-based society and its social role for sustainable development. While referring to the research of the project Science Literacy for All Japanese, this paper discusses how we should promote technological literacy for all. This article also argues the role and various related problems to develop the educational approach for both Western and Japanese-oriented technological literacy promotion, and discusses expectations for the Japan Society for Science Education.

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科学リテラシーと技術教育との関わり(<特集>科学的リテラシー)

間田泰弘

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 299-304
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.299

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Japan has successfully developed into a convenient and affluent society by effectively utilizing the results of technological innovations accumulated during the past several decades. Although people now enjoy the benefits of scientific and technological innovations, taking them for granted, it has been pointed out that their ability to understand these technological achievements and to create new innovations is not at a satisfactory level. To improve this situation, efforts have been made to enhance the science and technology literacy of the Japanese people, but innovation has not yet achieved a solid and satisfactory measure of outcome. If science and technology literacy is to be properly placed in education as one essential knowledge for Japanese citizens, it would be of crucial necessity to deepen the national understanding of the significance of learning mathematics, science and technology as natural science. Changing the value system of the entrance examination-geared learning system and the priority placed on convenience and economic efficiency is also required. Also, educationalists in these disciplines are expected to clarify teaching objectives and develop teaching contents and teaching methods in these areas so that they can complement and contribute to each other.

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理科における学習指導要領の改訂 : 科学的リテラシーの観点から(<特集>科学的リテラシー)

田代直幸

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 305-311
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.305

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In Japan, the Courses of Study for elementary school education and lower secondary school education were revised in 2008 and the Course of Study for upper secondary school education was revised in 2009. This paper examines the Courses of Study from the perspective of Scientific Literacy. Since there is no agreed definition of this term, this study is based on some categories typically used to describe Scientific Literacy. This paper also introduces a variety of opinions expressed on Scientific Literacy by some of the members of the Central Council for Education in a series of meetings held for the revision of the Courses of Study.

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科学リテラシー共有の場の創出 : 教室から街へ(<特集>科学的リテラシー)

美馬のゆり, 渡辺政隆

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 312-320
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.312

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In recent years, there have been many activities for improving science education in Japan. Also, activities for developing science literacy and science communication for adults have been promoted. A science festival has been recognized as an effective platform for science communication for both community-based initiatives and facilitating a dialogue between the public and scientists, especially in the UK. An investigation of science festivals in the UK and EU revealed that a wide range of science festivals have been implemented in the past 20 years. Around the same time, a lifelong learning society has evolved and the need for educational reform has emerged. Andragogy indicates the importance of considering differences in characteristics of adult learners, an adult's life situation and changes in consciousness. The theory of learning has shifted from a knowledge acquisition model to a community participation model. Considering these situations through a science education perspective, there is a high possibility that a science festival provides opportunities for a wider variety of lifelong learners to participate in meaningful science learning and living experiences with diverse styles in the local contexts.

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今日的数学的リテラシー論からみた学校数学の現状と課題(<特集>科学的リテラシー)

清水美憲

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 321-329
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.321

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This paper examines the current state of and issues in school mathematics in Japan through discussion of the significance and implications of the OECD/PISA assessment framework of mathematical literacy. Within the PISA framework of mathematical literacy, test items are usually contextualized, and demand that students reason and make relevant connections between their understanding and the situations they are presented with as "real-world" problems. The items in the PISA assessment of mathematical literacy focus on the students' mathematical ability to analyze situations in a variety of overarching mathematical ideas involving quantity, space and shape, change and relationships, and uncertainty. PISA also categorizes assessment items according to various mathematical competencies or processes. The six competencies, in particular, reasoning and argumentation; communication; modeling; problem solving; representation; and symbols and formalism are core sets of skills students must call upon in order to turn a contextualized problem into a problem that can be solved using mathematics. When we examine the goals and content of mathematic curriculum in Japan from all three dimensions, namely, contexts, overarching mathematical ideas, and competencies, it is suggested that more emphasis on the processes in mathematical activities are needed as goals of school mathematics, in the assessment of students' learning, and teaching and learning in the classroom. Also, the importance of problems in "intra-mathematics" contexts as well as in realistic and day-to-day situations is stressed.

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PISAの調査項目を用いた日本の中学3年生と高校1年生の科学への態度の比較(<特集>科学的リテラシー)

小倉康

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 330-339
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.330

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PISA 2006 has found a quite low level of attitude toward science as scientific literacy among Japanese 10^<th> graders in upper-secondary schools. The present study surveyed the attitude toward science of Japanese 9^<th> graders in lower-secondary schools by using the same questions that were used in PISA. A comparison of results between them showed that (1) Japanese students may quickly lose their interest in science after getting into upper-secondary school, (2) the level of motivation of learning science at 9^<th> grade is low, and will be lowered further after getting into upper-secondary school, (3) the level of self-efficacy in learning science is low in both grades 9 and 10, and (4) a responsible attitude toward environment and resources is formed at a high level by grade 9. The science teaching styles at both lower-secondary and upper-secondary school levels should be reformed, especially at upper-secondary school level.

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科学的リテラシーに関する年表(<特集>科学的リテラシー)

長崎栄三, 齊藤萌木, 阿部好貴

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 340-348
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.340

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A Chronological Table of Scientific Literacy since 1944 was developed for a better understanding of scientific literacy. In this context, scientific literacy includes not only scientific literacy itself but also mathematical literacy and technological literacy. The table is indebted to the project "Science and Technology Literacy for Morally Well-Off Life in the 21^<st> Century" during the years 2005-2007 for its results.

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21世紀を心豊かに生きる科学技術の智(<特集>科学的リテラシー)

北原和夫

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 349-357
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.349

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During the years 2005-2007, we developed the national project "Science and Technology Literacy for Morally Well-Off Life in the 21^<st> Century". The goal of this project is to show what basic knowledge is to be shared by all Japanese citizens in order to have a sustainable democratic society, in which everyone will be respected as an irreplaceable constituent, and everyone may participate in the decision-making of society on the usage and direction of science and technology issues so that the globe and mankind are sustainable. Presented here is a summary of the report "Integrated Report of Science and Technology Literacy for the 21^<st> Century", which concerns not only natural science and technology, but also social science, because for a real understanding of the world, integrated knowledge of natural and social science is needed.

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PISAにおける数学的リテラシーについて(<特集>科学的リテラシー)

瀬沼花子

原稿種別: 招待解説
2008 年 32 巻 4 号 p. 358-365
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.358

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This paper describes the concept of OECD's PISA mathematical literacy, the procedures for measuring mathematical literacy and the main results of international comparisons on PISA's 2006 mathematical literacy. Further, 1) the selection process of items concerning mathematical literacy, 2) how to define proficiency levels in mathematical literacy, and 3) changes in gender difference regarding mathematical literacy are discussed, and some problems are addressed. Finally, suggestions are made 1) to better define the concept of mathematical literacy, 2) reveal the relation of reading literacy and mathematical literacy in relation to gender difference, and 3) develop ICT items test on mathematical literacy.

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知識基盤社会における数学的リテラシーの課題と展望(<特集>科学的リテラシー)

岩崎秀樹, 阿部好貴, 山口武志

原稿種別: 招待論文
2008 年 32 巻 4 号 p. 366-377
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.366

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The purpose of this research is to clarify the current issues of mathematical literacy and to propose its future perspective. In this paper, we firstly look at the historical and social development of the conception of literacy from the hunter-gatherer society through the agricultural society and the industrial society to the knowledge-based or information society. Secondly, we consider the asymmetrical relationship between the society and individuals, in terms of "mathematization". The point is that mathematics becomes implicit and invisible for the people, because it is embedded in technological tools such as calculators and computers in the society. This situation can be best summarized by the following words: "an increasing mathematization of our society is complemented by an increasing demathematization of its individual members" (Keitel, 1997:2). Because we are living in this mathematized society, we should develop mathematical literacy in order to encode and decode from the real world to the mathematical one. From this perspective, we discussed the fundamental principle of an alternative curriculum for mathematical literacy. In short, it means that mathematical thinking including modeling and critical thinking is emphasized increasingly as well as mathematical contents.

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社会関与を可能にする科学技術リテラシー : 質問紙の分析と教育プログラムの実施を通じて(<特集>科学的リテラシー)

西條美紀, 川本思心

原稿種別: 招待論文
2008 年 32 巻 4 号 p. 378-391
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.378

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For the last two decades, the paradigm of scientific literacy has been rendered as "Engagement of the Public in Science and Technology." However, major scientific literacy surveys made so far have been unable to grasp this engagement to the fullest extent. This is due to the fact that it is impossible to evaluate how people of various characteristics engage in the particular group to which they belong (meso-level group) through a national level survey. On the other hand, it is not possible to analyze the public's literacy if we observe only the engagement of the people who participate in meso-level activities. In this paper, therefore, we propose a model for clarifying the structures among various factors that constitute scientific literacy and dividing the literacy into four types by clustering the responses in a national questionnaire survey. Introducing a case of people's interactions in a literacy improvement program, which is one of the abovementioned types, we will show a reality of the meso-level where various kinds of people iterate mutual interactions to form literacy as a group. The purpose of this research is to understand scientific literacy from the viewpoint of public engagement in society by integrating a macro-level quantitative survey with a meso-level case study.

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科学系博物館における科学リテラシーの涵養に資する教育活動評価法開発の試み : 幼児向けプログラムを例として(<特集>科学的リテラシー)

高橋みどり, 小川義和, 原田光一郎, 松原聰, 栗栖宣博, 小池渉

原稿種別: 研究論文
2008 年 32 巻 4 号 p. 392-405
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.392

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Science museums are expected to play a significant role to foster the public's science literacy. Various educational programs have been developed and offered; however, they do not necessarily aim at fostering the public's science literacy. This article has two parts: development of a program evaluation framework, and a test of the framework using an educational program for the young generation. The program evaluation framework was developed for the educational programs offered at science museums based on science literacy proposed by the National Museum of Nature and Science. Foreign literature such as PISA2006, Pan Canadian Protocol, Generic Learning Outcomes and Iowa Assessment Handbook was examined in developing the framework. The framework was then tested in a program targeted at the young generation to see its effectiveness to measure the extent of science literacy fostered in the participants. This study showed that the evaluation framework resulted in an explicit program evaluation instrument, providing both the program developer and the evaluator with a common assumption about program evaluation. The evaluation framework was also consistent with the evaluation viewpoints. Two implications-the need to examine general-use of the evaluation framework and the need to show validity of the evaluation viewpoints-were made from the results.

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数学的リテラシー育成の方向性に関する一考察(<特集>科学的リテラシー)

阿部好貴

原稿種別: 研究論文
2008 年 32 巻 4 号 p. 406-413
発行日: 2008/12/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.32.406

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In this paper, the author explores mathematical literacy which children today and in the future should learn in mathematics education, and aims to describe a way of fostering it. For that purpose, first, historical deployment of the word "literacy" is examined, and the background of today's literacy theories is clarified. Discussion is then focused on today's society, which is considered from the viewpoint of mathematics. The orientation of mathematical literacy required today is clarified in the form of literacy in mathematics education, and ways of fostering it are examined. Mathematical literacy is the total knowledge and competence which all children in school should learn, these are also needed for participating in society beyond school. On that basis, it is argued that methods of mathematics as applied orientation are emphasized in today's society, which is not to say that attention should not be paid to other aspects of mathematical literacy. Therefore, in a curriculum or teaching and learning, while emphasizing methods of mathematics as applied orientation, it is necessary to take into consideration the whole of mathematical literacy. In this paper, it is argued that it is effective to pay attention to abstraction of phenomena that constitute a phase of mathematical activity when emphasizing methods of mathematics as applied orientation and making connection with other components.

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