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小学校理科「探究の過程」の導入段階における問いの形成から仮説の発想へ導く指導方略についての研究
https://kbu.repo.nii.ac.jp/records/3022
https://kbu.repo.nii.ac.jp/records/3022c3895734-0b53-49da-8e51-986c2f37b34f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文（pdfファイル） (461.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2019-08-29 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 小学校理科「探究の過程」の導入段階における問いの形成から仮説の発想へ導く指導方略についての研究 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Teaching Strategies to Encourage Learners to Create Guestions and Hypotheses in the Inquiry-Based Learning Science Curricula of Elementary Schools | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Inquiry-based learning | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | formation of learners’ questions | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | developing learners’ hypotheses | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
大前, 暁政
× 大前, 暁政
× OMAE, Akimasa
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | In order to incorporate an inquisitive class process into elementary school science classes, it is necessary to have a teaching strategy for the learners. For learner-centered inquiry, a teaching strategy that leads from the formation of a question to the development of a hypothesis, which is the introductory stage of the inquiry process, is important. What became clear based on the research of inquiry-based learning is that, in the stage where the learner forms a question, a teaching strategy is required focusing on “1) Accumulation of natural experience and knowledge, 2) Event presentation to determine the gap between what has been learned and what remains unlearned, and 3) Asking questions of the teacher.” In addition, the survey results showed that, at the stage of encouraging learners to think about hypotheses, teaching strategies such as “talk strategies among learners, questions that encourage them to think about hypotheses, and the presentation of various teaching materials” are necessary. Furthermore, what is necessary as a teaching strategy of another category is teaching that trains students on methods for forming a question and developing a hypothesis. A cycle diagram with the process of inquiry and the teaching strategies at each stage is provided as an integrated outcome of the research. |
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| 書誌情報 |
心理社会的支援研究 en : Reports from the Faculty of Psychosocial Support Research 巻 10, p. 19-36, 発行日 2019-09-01 |
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| 出版者 | ||||||||||||
| 出版者 | 京都文教大学 | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 21860033 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA1252511X | |||||||||||
