科学教育研究

特集:「科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-」

隅田学

原稿種別: 巻頭言
2012 年 36 巻 2 号 p. 97-
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.97

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特集科学才能教育 : 児童生徒の多様なニーズに応じる科学教育の新展開(中扉)

原稿種別: 付録等
2012 年 36 巻 2 号 p. App9-
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.App9

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イギリス総合中等教育における科学才能児のニーズへの方策 : ASCENDプロジェクト(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

テイバーケイス S., 隅田学

原稿種別: 招待論文
2012 年 36 巻 2 号 p. 101-112
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.101

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本論文では,イギリス都市部の公立中等学校の生徒を対象とした拡充型科学カリキュラムの開発プロジェクト,ASCEND(Able Scientists Collectively Experiencing New Demands)プロジェクトについて概説する.ASCENDプロジェクトの背景として,(1)ナショナル・カリキュラムと総合中等学校制度により,学校科学教育において'単一の教育モデルを一律に適用する'アプローチが試みられていたと同時に,(2)'才能豊かな'生徒のニーズに応じるという国策から,達成が非常に高い生徒に適切な方策を講じることが学校に求められていた.そこには,イギリスの教育に長年にわたって続く緊張関係が反映されている.教育の機会均等を設け,教育を社会的流動性の促進手段と考える一方で,同時に,保護者に対して特長や質の異なる学校を選択可能であるという意識を持たせることで多様な生徒集団のニーズに応じてきたのである.ASCENDプロジェクトはこの対をなす状況に応えるものであり,「科学の本質(NOS:Nature of Science)の設定」「自己調整学習(self-regulation of learning)の強調」「少人数グループによる活動の場づくり」という3つを鍵となる特徴を据えて,系統的な学習活動を開発した.「科学の本質」は,イギリスのカリキュラムにおいて開発が進行中の領域であること,そして科学学習指導において学校での取り扱いが一様に不十分であることが広く認識されている領域であることを考慮して設定した.より重要なこととして,本来,この側面からの科学学習指導は,非常に能力の高い生徒に対して挑戦的となるような学びの文脈を提供できる.「メタ認知の育成」には,すべての学習者が自分の学びを自己調整できるようになるという有用性,そして特に,通常の学校科学活動では挑戦的な部分が限られてしまう才能児に対して,彼ら/彼女らが自分で学べるようになるという有用性があった.3つ目の「グループ活動」は,多くの才能児が同じクラスに自分の思考を最大限にして挑戦できる仲間を欠いているであろうことを意識して設定した.異なる学校から選抜された生徒が集まる機会を通して,自分と似通った興味や能力を持った他校の仲間と出会い,共に学ぶことができるようにした.グループ活動は,単に生徒同士の学び合いへの足がかりを提供したり,挑戦的な課題に対するチームとしての回答を協議したり整理したりするばかりでなく,一種の対話による議論を実践する機会となった.その対話による議論こそが科学活動の中核なのである.生徒たちはASCENDプログラムへ喜んで参加した.そして,参加生徒にとって,プログラムの活動における自由度が大変新鮮であったことがわかった.ASCENDプログラムを通して,イギリスの学校科学における生徒の典型的な学習経験と,非常に能力の高い生徒の知的成長を支援するようなタイプの学習活動との不一致が浮き彫りになった.参加生徒は,自分たちが高度に構造化された学校科学の活動で教師から間近に監視され,支援されることに慣れていたが,ASCENDの活動はよりオープン・エンドであり,発展的な課題を通して自分自身の向上をモニターし,評価するよう求められ,それらは学校科学で求められるものとは全く異なっていたと答えた.本論文では,ASCENDプロジェクトが広範囲にわたって成功であったことを論じる.そして,地方の実態に即した才能児への教育方策の可能性について例を示す.ASCENDプロジェクトは,導入教材も提供しており,才能児を対象とした拡充型科学教育プログラムを設けている他のところでも導入された.

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才能ある児童・生徒のための科学カリキュラム : 学習者のニーズに応える教育革新(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

チャンドラーキンバリー L., 隅田学

原稿種別: 招待論文
2012 年 36 巻 2 号 p. 113-121
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.113

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本論文の目的は,米国ヴァージニア州にあるウイリアム&メアリー大学才能教育研究センターにおいて開発されたカリキュラムを中心に,科学カリキュラムの革新について概説することである.才能ある児童・生徒は,自分たちの特性に配慮された科学カリキュラムを通して,知識の生産者となる基盤を獲得する.そうした児童・生徒にとって重要なことは,観察や実験,測定のような科学のスキルを習得すると共に,科学者のものの見方を通して世界を観る態度や思考様式を身につけることである.それらは,いかなる領域の研究においても基本的な枠組みとして利用可能なものである.本論文で議論する科学カリキュラム教材は,才能教育として体系的な科学教育の介入を策定していく重要なステップを示すものであり,科学の思考習慣を実践する多様な機会を提供すると同時に,才能児の概念発達,内容理解,科学調査スキルに有効である.科学才能教育分野では,カリキュラム教材に関する研究・実践が多数行われている.才能ある児童・生徒が科学の内容とプロセスに関する学習達成の向上を実感するためには,高度な学習内容を伴う特別な教授学習モデルの活用が必要である.

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主体的に粘り強く未来を切り開く科学者養成プログラムの成果と課題(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

野村純, 山下修一, 荒木史代, 加藤徹也, Beverley HORNE, 中澤潤, 飯塚正明, 板倉嘉哉, 加藤修, 木 ...

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 122-130
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.122

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With the support of JST we carried out research into developing a study program, "Fostering Next-Generation Scientists". This program for fostering talented young scientists, which was created by Chiba University, selects and trains participants in two stages. The program offers its participants the opportunity to experience advanced lectures and conduct experiments in the fields of Physics, Chemistry, Mathematics, Engineering, and Life Sciences. We are currently carrying out courses from the first to the third stage. There were 470 applicants for the program, of which 28 have completed the whole curriculum. Those who completed the program have given presentations on their research. They have also entered scientific essay competitions and won various awards such as a prize for excellence. Chiba University's program for fostering talented young scientists has been effective in selecting and developing the talents of students with a spirit of independence and perseverance.

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Special Science Elementary School : Project and Prospects for Gifted Education in the Philippines

Joel Bernal FAUSTINO, April Dephne Floresca HIWATIG

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 131-141
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.131

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In response to the growing importance of science and gifted children in the Philippines, the Special Science Elementary School Project (SSES Project) was implemented in 2007. This project is intended for gifted children in public elementary schools, and aims to produce scientifically literate students who will opt to be educated in special science high schools. The purpose of this study was to analyze the SSES Project and compare it with the regular elementary school program. Specifically, it sought answers to the following questions: what is the process in identifying children for the project?; what type of science curriculum is offered for the children?; and what are the qualifications required to become an SSES teacher? The results of the analysis revealed that the SSES Project, although a part of the public school system, was different from regular public elementary school in terms of: selection process for students; qualifications of teachers; and science curriculum. Evidently, the SSES Project implements the elements of an effective program for gifted children. However, the study recommends that further research should be done to probe on: standardization of psychological tests and evaluation of the enhanced science curriculum and performance of teachers, children, and schools involved in the project.

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自由研究支援を通した未来の科学者の育成 : 筑波大学「未来の科学者養成講座」BSリーグの取り組みについて(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

尾嶋好美, 土岐田昌和, 町田龍一郎, 佐藤忍, 小野道之

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 142-152
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.142

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Young students with an interest in science are potential future scientists, but they have difficulty in finding suitable mentors in Japan. There are few teachers who understand biological research in elementary and middle school. We, therefore, developed and executed "BS League (Biological Science League): Be a future biologist!" as a novel educational program, aimed at fostering the potential of elementary school children (fifth- and sixth-grade) and middle-school students to be future biologists. This was a 3-year project undertaken as part of the "Fostering Next-Generation Scientist" program supported by the Japan Science and Technology Agency (JST). Faculty members and graduate students of the College of Biological Sciences, School of Life and Environmental Sciences, University of Tsukuba supported individual young scientists, known as BS Leaguers. Each BS Leaguer could develop his/her research under careful and intensive guidance by one suitable researcher as mentor, and one graduate student as tutor. Results clearly showed individual support by working scientists was effective in improving young students' potential as scientists.

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韓国の自然科学に関する才能教育現場からの示唆(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

橋本健夫, 劉卿美

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 153-161
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.153

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This research conducted a literature documentation and visit investigations for South Korea, which has made significant advances in gifted education. It revealed not only distinctive education methods of gifted education in Korea, but also challenges for Japan. This involves the following: 1) Although there is no obvious eligibility criterion for gifted students, in South Korea ways to identify giftedness are contrived. For example, creativity of students is evaluated through special camps, and full-time admissions counselors are hired, 2) gifted education affiliated with universities is very unique in its contents and methods, while high schools curriculums for gifted education aim to develop individual ability such as research capability, 3) teachers responsible for gifted and education have outstanding specialist capabilities in their field, and receive special training for gifted education. However, not many university faculties are cooperating. 4) gifted education shares goals with common school education, such as humanity or creativity. It suggests that the success of gifted and talented education depends on that of common school education, and 5) early gifted education helps children realize their potential. It is essential to establish an educational system which helps students voluntarily deal with their next challenge without getting frustrated.

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高校生を対象とした萌芽的科学技術を活かした卓越性の科学教育プログラム開発(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

加納圭, 水町衣里, 山水康平, 田邊剛志

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 162-171
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.162

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High-level science education has two purposes: (1) providing a science education curriculum for gifted students; and (2) finding gifted students. To achieve purpose (2), we developed a high-level science education program. In this program, we selected an emerging area of science and technology-pluripotent stem cells-as a topic to stimulate the students' curiosity, cooperation, and intellectual rigor, which are considered factors that characterize the research community. Students were expected to acquire knowledge about science, i.e., the progress of advanced research and research based on testing hypotheses. In addition to introducing the developmental process of the program, this paper also presents an evaluation of it. This program was developed in collaboration with researchers engaged in science communication and those involved in stem cell research as well as high school teachers. The science communication and stem cell researchers developed the concept of the program and designed its structure. The high school teachers provided helpful advice and opinions on how to improve the textbooks used in the program. We showed that this kind of collaboration facilitated the development of the program.

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The Efficacy of WISC-III in Identifying Specific Characteristics Associated with Proficiency in Math or Science in Japanese Children : An Exploratory Study

Yukari HASHIMOTO, Asuka KAWAGOE, Tateo HASHIMOTO

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 172-180
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.172

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This paper discusses the potential utility of WISC-III in identifying individual characteristics of Japanese children demonstrating proficiency in math or science. Previous studies have suggested that gifted and talented students exhibit high verbal performance in IQ tests, while other studies have shown diversity in their ability. In this study, data gathered using the Wechsler Intelligence Scale for Children: Third Edition (WISC-III; Japanese WISC-III Publication Committee, 1998) with children who were good at mathematics or science were analyzed to identify the intellectual characteristics of those children. The children were participants in one of the national science projects. The data were analyzed for two purposes. The first purpose was to reveal the overall characteristics of those in the project that were good at math or science. Descriptive analysis revealed that the proportion of superior and above scores in each IQ test was higher than the theoretical proportion. A hierarchical cluster analysis with index scores revealed four different characteristics of children. The result suggested diversity in children's intellectual ability. The second purpose was to explore the differences between children in introductory courses and those in advanced courses. Comparison between the IQ scores of those children revealed that the overall IQ of advanced course students was higher than that of introductory course students.

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数学的才能者の思考過程と授業への活用についての研究(<特集>科学才能教育-児童生徒の多様なニーズに応じる科学教育の新展開-)

田村篤史

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 181-189
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.181

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By following a mathematically talented student's thinking process, this study has found that the mathematically talented student can be characterized by "advanced power of concentration" and "sustained intellectual effort". Furthermore, a mathematically talented student is presumed to have intellectual overexcitabilities such as "analytical thinking" and "problem solving". When the teacher presented the mathematically talented student's ideas to the class, it was observed that the idea of the mathematically talented student enhanced the study of academically advanced students changed their image of mathematics, and stimulated their aspirations. Thus, the process of sharing the mathematically talented student with the class had a positive impact on academically advanced students' learning.

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大学入学資格検定試験(生物)の内容分析から見た活用が求められる科学的探求のための技能

大森智子

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 191-202
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.191

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This study was conducted to identify what scientific inquiry skills are necessary to answer the question units of the University Entrance Qualification Examination Biology Test, which assures successful candidates the scholastic level of a high school graduate. First, 60 passages from 10 tests, dating from the period 2001-2004, were divided into two types: those with and without keywords, such as "experimented," "observed," "examined," in the lead sentence to be analyzed. Next, each question unit was characterized by scientific ability or knowledge. The main results were as follows; (1) Most of the passages with the above-mentioned keywords contained more than one question unit that belonged to the basic processes in science process skills (SPSs), and only few question units belonging to the integrated processes in SPSs, except for "interpreting data." (2) The main SPSs were "using numbers," "inferring," and "prediction." (3) Some question units were related to two kinds of SPSs in a unit, and associated with knowledge to perform experiments or make observations. These results point to information of what skills would be necessary to acquire in order to demonstrate scientific ability of the high school graduate level.

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小中学校における環境教育推進方策,実践状況,教員意識の変化 : 1995-96年度調査と2008年度調査の比較分析を通して

市川智史

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 203-210
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.203

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In 2008, the author carried out a questionnaire survey about Environmental Education (EE) promotion measures, practices and teacher awareness in primary and lower secondary schools in Japan. The questionnaire used some of the questions that were also used in surveys in 1995, 1996. In this article, changes were clarified through comparative analysis. The results are as follows. The ratio of schools which assign staff in charge of EE has risen significantly, and is becoming especially common in primary schools. The ratio of schools setting objectives has remained unchanged at about 50%. The practice ratio and interest level of teachers have generally risen. The practice ratio surpassed 60% in 2008. The educational contents of EE which are commonly visualized by teachers have remained unchanged. They are "recycling", "ecological life", "global environmental issues", "man and his environment" and "resources and energy".

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小学校教員の理科の指導力向上を支援する自己評価票の開発

大山光晴, 梶原幸之助, 鈴木康治

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 211-217
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.211

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To assist elementary school teachers in improving their teaching skills in science, we prepared a self-evaluation sheet. The content of the evaluation consists of five criteria related to teaching skills and each of these is made up of ten benchmarks. Therefore this sheet can evaluate fifty teaching skills. In 2010, the results of this evaluation for science teachers who had taken courses in the General Education Center, as well as for some elementary school teachers in Chiba prefecture, were examined. Results showed that there were age-related variables between the average marks in each evaluation. The use of this data enables us to analyze our course projects, and will help to make more practical plans to support teachers in their pedagogical development.

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熱退色しないフォトクロミック色素を用いた紫外線感光紙の作製と教材への応用

山口忠承, 尾關徹

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 218-226
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.218

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Ultraviolet irradiation is a term heard often in our daily lives. However, it is impossible to observe directly with the naked eye, making the concept elusive. However, photochromic diarylethenes can be used to detect ultraviolet irradiation. In the present study, we made ultraviolet-radiation-sensitive paper comprising a commercial thermally irreversible photochromic dye that changes from colorless to purple-blue upon exposure to ultraviolet irradiation, and constructed materials for appliying it to education. We clarified that the UV-sensitive paper colored easily upon irradiation with sunlight, and the amount of coloring increased with increasing exposure time to ultraviolet radiation.

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"Socio-scientific issues"を取り入れた高等学校化学における授業実践研究 : 「バナジウムの酸化状態と色に関する実験」の教材開発を事例として

野添生, 磯崎哲夫

原稿種別: 研究論文
2012 年 36 巻 2 号 p. 227-240
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.227

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In the knowledge-based society, people who constitute that society not only have a knowledge of chemistry, but are also expected to utilize the knowledge acquired through the study of chemistry. However, in the context of what it is that classroom teachers actually do, the discussion on how to research teaching materials based on such perspectives has not been very specific. Therefore we practiced chemistry lessons to verify the effectiveness of the idea of "Socio-scientific issues" through the development of teaching materials for an "experiment on the oxidation state and color of vanadium". This study aims to provide a new general perspective on chemistry lessons at upper secondary school from theoretical and empirical approaches. Research has so far revealed the following results: (1) The use of "Socio-scientific issues" in lessons was effective in developing thinking ability to utilize the knowledge acquired through the study of chemistry. (2) Differences in the understanding of scientific knowledge between students in the experimental class and students in the control class were not observed, However, the teaching time used in introducing "Socio-scientific issues" in the lesson decreased the time given to experiments and considerations as well as the time spent learning scientific concepts and theories.

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ヨウ素デンプン反応を消失させる唾液中の熱安定性活性を意識した中学校理科「生命を維持するはたらき」におけるデンプン消化実験の提案

西野秀昭, 瀬戸口真司

原稿種別: 資料
2012 年 36 巻 2 号 p. 241-247
発行日: 2012/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.36.241

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In this study, it is postulated that another diminishing activity, in addition to amylase activity, is present in human saliva to Iodine-starch reaction because the reaction color disappeared in spite of the residual presence of starch. First human saliva was heated in boiling water and then examined. As a result, in all examined human saliva samples, while the Benedict reaction could not be observed, Iodine-starch reaction also could not be detected. Although a more concentrated Iodine solution was used, the test tube containing heat-denatured saliva initially showed the color of Iodine-starch reaction, the color had been finally diluted. On fractionation by gel filtration, the diminishing activity was eluted in both the high molecular weight fraction, in which amylase activity could not be detected, and the same fraction as inorganic ion fraction. Therefore, it is possible that the high and low molecular weight components that are responsible for the diminishing activity are included in human saliva. In conclusion, for a more scientific student experiment, when the starch is digested by human saliva, because the other saliva activities diminish the color of Iodine-starch reaction in addition to saliva amylase, Benedict reaction or other detection methods might be to be selected.

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