科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
最新号
選択された号の論文の11件中1~11を表示しています
巻頭言
特集 グローバル化する社会における科学教育
招待論文
  • 大髙 泉
    2018 年 42 巻 2 号 p. 55-64
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    At present, globalization is still in process, and from now on, globalization will continue to accelerate. In this article, “globalization and science education” will be dealt with from the following perspectives:

    1. From the Meiji Era, in the process of Westernization and standardization, the establishment and the development of Japanese science education.

    2. In the present world, the character of globalization and educational policy.

    3. The present situation and problems of science education in globalization.

    4. The prospects of science education in Japan correspond to globalization.

    In this article, the following conclusions were made. First, Japanese science education began amidst the globalization of Westernization since the Meiji Era, and after world war II, Japanese science education developed amidst the globalization of Americanization. Second, globalization has multiple meanings, under the bottom line there is neoliberalism, and in globalization there are aspects of objective reality and ideology, which influence world educational policy. Third, among the points of view of globalization there are some problems concerning the objectives and the curriculum of Japanese science education. Finally, from the point of view of diversity and peculiarity, Japanese science education has the potential to improve world science education.

  • パーヒマン イルカ, ハーツォク ステファニー, 寺田 光宏
    2018 年 42 巻 2 号 p. 65-72
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    教育により育成される化学のコンピテンシーは,水準記述の領域と成果基準を必要とし,カリキュラムと学習過程の一貫性を提供するように構造化する.基本概念は,このような構造要素を提供する1つのアプローチです.ドイツにおけるChemie im Kontextプロジェクトでは,状況的で文脈を基盤とした学習に関連した体系的な学習指導を形成するための基本概念が開発され,公開されている.本論では,Chemie im Kontextとドイツの化学の教育スタンダードの両方の根底にある開発過程について報告する.結果として,ドイツの中等教育段階における化学教育の基本概念の確立は,学習者が化学を学ぶ意欲を高めるための文脈を基盤とする学習を導入する「副産物」とみなすことができる.さまざまな授業方法や文脈を基盤とする学習を可能にするために,基本概念はChemie im Kontextとドイツの多くの教育課程に構造原理として実装されている.Chemie im Kontextプロジェクトは教育スタンダードより前に開発されたので,化学の教育スタンダードの基本概念はChemie im Kontextの経験に基づいて構築することができた.

研究論文
資料
  • 隅田 学, 小澤 優樹, 高橋 寛明, 向 平和, 大橋 淳史
    2018 年 42 巻 2 号 p. 120-129
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    The purpose of this research was to investigate the growth of high school students and their teacher through their experience of a special science learning abroad programme. Two high school students and one high school science teacher visited the UK for nine days to participate in the programme. The contents of the programme included ‘Visit of Advanced Science Research Institutes’, ‘Participation in Science Festival for the Public’, ‘Visit of a high school’, and ‘Visit of a science museum’. During the stay, we distributed a daily report to the participating students and high school teacher and analysed the collected data. As a result, both participating students and their teacher developed positive opinions on the willingness to learn foreign languages, the importance of international exchange, the spread of their vision towards science and researchers, and the motivation for science learning, and raised their self-affirmation as well. In particular, it was suggested that the impact of the international programme had a greater positive influence on teachers than on students. It is important to show the possibility that such overseas educational programmes would have a positive influence on the supervisory teacher and not just on the participating students.

一般
研究論文
  • 奥本 素子, 橋谷田 俊, 高橋 明大, 阿部 乳坊
    2018 年 42 巻 2 号 p. 131-139
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    In recent years, the practice of science communication has disseminated scientific knowledge and fostered citizens’ trust and interest in science through dialogue on science-related emotions and values. In this study, we initiated science communication during a Japanese tea ceremony in a traditional café space, throughout which we engaged in dialogue with citizens who did not expect to experience science communication at the event. We analysed the dialogues of eight groups. There was some tendency for both citizens and scientists to initiate conversations in the café space, and this bilateral dialogue was promoted by the understanding of the characteristic of this science café. These results indicate that the design of spaces and the explanation about communication may effectively stimulate dialogue with citizens.

  • 半田 良廣, 益田 裕充, 下平 侑以, 藤本 義博
    2018 年 42 巻 2 号 p. 140-150
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    In this research we examined science lessons with the objective to make learners understand different types of leave attachment by building models. The lessons were based on the results of the 2012 National Survey on Academic Performance and Learning Context, category science.

    As a result we found that the students were able to notice the regularity of “opposite leaves”, but were unable to notice the regularity of “alternate leaves”. We analyzed why they had failed to notice the regularity of alternate leaves and proposed a “divergence” and a “phyllotaxis schematic view” as strategies to help them notice. “Using plants with simple divergence among alternate leaves” and “having students draw phyllotaxis schematic views” proved to be effective methods to help students notice the regularity of alternate leaves in the process of observing plants and building models.

    It became clear that plants with simple divergence were no crucial factor for noticing the regularity of alternate leaves. Using plants with simple divergence and additionally having the students draw a phyllotaxis schematic view in jigsaw learning turned out to be effective methods to help students notice the regularity of alternate leaves.

資料
  • 岸本 忠之
    2018 年 42 巻 2 号 p. 151-159
    発行日: 2018年
    公開日: 2018/07/12
    ジャーナル フリー

    The purpose of this paper is to re-construct Herbart’s recognition theory of basic figures in comparison with Pestalozzi’s recognition theory. It is shown that Pestalozzi’s ideas were based on Kant’s philosophy as follows; ‘number’ corresponds to the concept of ‘time’, and ‘figure’ to the concept of ‘space’. Herbart’s ideas were based on ‘combination theory’ or trigonometry, which was popular in Europe during the 19th century. Therefore, Pestalozzi decided on a square as the basic figure, whereas Herbart chose a triangle. We could therefore draw an outline of Herbart’s recognition theory of basic figures by using the perspectives for discussing Pestalozzi’s learning theory as follows; (1) Method of positional decision, (2) Use of construction materials, (3) Importance of naming.

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