Departmental Bulletin Paper 新しい科学観を取り入れた理科カリキュラムの開発の研究(Ⅲ) : 「科学の本質」の視点に基づく小・中・高の理科カリキュラムの再構築
A Research on a New Science Curriculum Development Based on ‘Nature Of Science’ Ⅲ : Reconstruction of a Coherence Science Curriculum from Elementary School to Upper Secondary School

樋口, 洋仁  ,  志田, 正訓  ,  林, 靖弘  ,  加藤, 祐治  ,  井上, 純一  ,  内海, 良一  ,  大方, 祐輔  ,  梶山, 耕成  ,  岸本, 享子  ,  佐々木, 康子  ,  杉田, 泰一  ,  平松, 敦史  ,  土井, 徹  ,  中山, 貴司  ,  福地, 孝倫  ,  龍岡, 寛幸  ,  岡本, 英治  ,  沓脱, 侑記  ,  小茂田, 聖士  ,  田中, 伸也  ,  西山, 和之  ,  平賀, 博之  ,  松尾, 健一  ,  丸本, 浩  ,  山下, 雅文  ,  三田, 幸司  ,  柘植, 一輝  ,  吉田, 成章  ,  磯﨑, 哲夫

(44)  , pp.85 - 93 , 2016-03-24 , 広島大学学部・附属学校共同研究機構
This study develops a new science curriculum for elementary to upper secondary schools which include the concept of the “Nature of Science”. We examined possible content to build a systematic framework for mentioned above science education. The practice at junior high school shows that teachers should be familiar with scholarly knowledge, knowledge to be taught by the policy makers and teachers, and taught knowledge which students understand through learning along with the students’ ages and contexts. The teacher’s behavior in argumentation by pupils is also important. The practice at elementary school shows that perceptions of the crucial distinction between inference and observation lead students to write good reports. These practices exemplify that teaching Nature of Science consistently to elementary and lower secondary students should largely depend on the teachers’ methods of instruction and what material they develop from a new viewpoint.

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