科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
42 巻 , 1 号
選択された号の論文の5件中1~5を表示しています
巻頭言
研究論文
  • 岡本 紗知
    2018 年 42 巻 1 号 p. 3-11
    発行日: 2018年
    公開日: 2018/07/11
    ジャーナル フリー

    Despite its advanced level of scientific research, Japan suffers from a low level of adult scientific literacy compared to many other developed countries. The current situation certainly necessitates a nationwide, robust solution. However, to implement any countermeasures, it is essential to first answer one of the fundamental questions: Does current school education guarantee the acquisition and maintenance of scientific literacy? To provide an answer, the present study examined high school textbooks from both Japan and Canada. Canada was chosen as a counterpart, since Canadian adults reportedly possess outstanding levels of scientific literacy. In this comparative analysis, questions from all of the biology textbooks were examined to reveal the directed level of cognitive processes, key factors considered to play essential roles for becoming scientifically literate. Categorization based on Bloom’s Taxonomy clearly demonstrated that Japanese high school textbooks were not equipped with questions that foster higher cognitive processes, contrary to the Canadian textbooks. Overall, the government-approved textbooks currently used throughout Japan appear to be insufficient for guaranteeing the acquisition and maintenance of scientific literacy.

総説展望
  • 仲達 修一, 白神 陽一朗
    2018 年 42 巻 1 号 p. 12-24
    発行日: 2018年
    公開日: 2018/07/11
    ジャーナル フリー

    Okayama Prefectural Kurashiki Amaki Senior High School has worked on the practical study of scientific English since 2005, when the school was given a Super Science High School (SSH) assignation by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In our school, and in this paper, the term “Scientific English” means “an approach to use English in science classes, and to make or practice slides in English”. As a result of adopting English into science classes in our Junior High School (established as an addition to the senior high school in 2007) and Group Research classes in our Senior High School, an attitude of attempting to communicate actively in English on scientific topics is emerging. With many opportunities to give presentations at science competitions in recent years, students’ presentations are now becoming highly esteemed in both content and English levels. This paper reports on the principle and practice of the implementation of “Scientific English” in our high schools, and teaching methods that are effective for Japanese students.

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