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小学校理科において探究に導くための主体性を引き出す指導方略に関する研究
https://doi.org/10.18951/00003144
https://doi.org/10.18951/0000314464a82d76-2d0a-4be1-b988-c14e2c09c139
| 名前 / ファイル | ライセンス | アクション |
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本文（PDFファイル） (419.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2020-08-24 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 小学校理科において探究に導くための主体性を引き出す指導方略に関する研究 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Teaching Strategies to Encourage Children's Self Direction 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 | Initiative | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Teaching Strategies | |||||||||||
| 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 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.18951/00003144 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
大前, 暁政
× 大前, 暁政
× OMAE, Akimasa
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| 著者（英） | ||||||||||||
| 言語 | en | |||||||||||
| 言語 | en | |||||||||||
| 言語 | en | |||||||||||
| 言語 | en | |||||||||||
| 言語 | en | |||||||||||
| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This study investigates whether inquiry-based learning should be implemented in the Government Guidelines for Teaching (2017) for elementary school learners in science classes. For learners to continue their own inquiry and to uncover unknown scientific content, teachers need to elicit learners’ initiative and resourcefulness. This study aims to extract a strategy for eliciting learners’ autonomy for inquiry-based learning from existing major science class theories and practices. A survey of teaching strategies used in past science classes revealed two types of teaching strategies: those that should be adopted in any unit and those that should be selected based on the nature of the unit. In a unit that enables students to discover the rules of nature by experiencing nature, it is advisable to adopt a “teaching strategy to make students discover the rules of nature by preparing nature experiences that focus on trial activities.” However, in the case of a unit where it is difficult for students to comprehend the rules of nature, it is advisable to adopt an “teaching strategy of teaching the rules of nature through questions and natural experiences by the teacher and having students apply the rules of nature.” Regardless of which strategy is chosen, it is suggested incorporating the following two strategies in the subsequent development: (1) let students develop a hypothesis and apply the hypothesis to natural phenomena to help them understand the more plausible rules of nature, and (2) present phenomena and questions that lead to a reconstruction of learned knowledge, experience, and a leap in cognition. |
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| 言語 | en | |||||||||||
| 書誌情報 |
ja : 心理社会的支援研究 en : Reports from the Faculty of Psychosocial Support Research Kyoto Bunkyo University 巻 11, p. 21-35, 発行日 2020-09-01 |
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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 | 2186-0033 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA1252511X | |||||||||||
