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小学校理科探究的な学習に適した発展的な学習内容と指導方略に関する研究
https://kbu.repo.nii.ac.jp/records/2000005
https://kbu.repo.nii.ac.jp/records/20000054e00d36d-edef-4628-8e5b-5ae3e35c895f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ce03_12_omae.pdf (604 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2023-08-29 | |||||||
| タイトル | ||||||||
| タイトル | 小学校理科探究的な学習に適した発展的な学習内容と指導方略に関する研究 | |||||||
| 言語 | ja | |||||||
| タイトル | ||||||||
| タイトル | A study on “progressive content of scientific study” and “instructional strategies” to encourage inquiry-based learning in Japanese elementary schools | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | 探究的な学習 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | 発展的な学習内容 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | 指導方略 | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Inquiry-based learning | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | progressive content of scientific study | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | teaching strategies | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
大前 暁政
× 大前 暁政
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| 著者（英） | ||||||||
| 姓名 | OMAE Akimasa | |||||||
| 言語 | en | |||||||
| 言語 | en | |||||||
| 言語 | en | |||||||
| 言語 | en | |||||||
| 所属機関名 | Faculty of Child Education, Kyoto Bunkyo University | |||||||
| 言語 | en | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Curriculum guidelines for elementary schools in Japan require children to develop problem-solving skills through proactive activities. Therefore, even in elementary school science classes, teachers must devise ways to encourage learners to take the lead in inquiry-based learning. The author’s previous research has elucidated teaching strategies for promoting exploratory learning throughout the entire unit of elementary school science. However, at the elementary school level, although learning about progressive content of scientific study is emphasized, there are few examples of exploratory science classes dealing with advanced learning content, leaving room for further research. Therefore, this research aimed to examine numerous previous studies to clarify the following points: ‘’characteristics of progressive content of scientific study’’ and ‘’teaching strategies that should be applied to inquiry-based learning.’’ The analysis helped to understand the conditions for progressive content of scientific study that enable exploration even in elementary school children, who are considered to have insufficient problem-solving skills. In addition, the characteristics of progressive content suitable for inquiry-based learning at the elementary school level were clarified. Teaching strategies were divided into two categories as follows: ‘’teaching strategies when dealing with advanced content in a single inquiry-based learning.’’ and ‘’teaching strategies when dealing with advanced content in a multiple inquiry-based learning.’’ The study findings enabled the author to create a lesson plan on how to proceed with inquiry-based learning that deals with progressive content of scientific study in units of each grade in elementary school. At the elementary school level, promoting inquiry-based learning regarding the progressive content of scientific study is considered to be of great significance in fostering students’ ability to solve problems and work together. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 京都文教大学こども教育学部研究紀要 en : Bulletin of the Faculty of Child Education, Kyoto Bunkyo University 巻 3, p. 41-61, 発行日 2023-09-01 |
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| 出版者 | ||||||||
| 出版者 | 京都文教大学 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 2436-4681 | |||||||
