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小学校理科の探究的な学習が育てる資質・能力と指導方略及び評価方法に関する研究
https://kbu.repo.nii.ac.jp/records/3334
https://kbu.repo.nii.ac.jp/records/333452b5ca54-4bcb-4fed-bc24-45bb8161bb32
| 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） (750.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2022-08-23 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 小学校理科の探究的な学習が育てる資質・能力と指導方略及び評価方法に関する研究 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Competencies Cultivated through Inquiry-Based Learning Science Curricula in Elementary Schools and Teaching Strategies for Instruction and Evaluation of Inquiry-Based Learning | |||||||||||
| 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 | teaching strategies | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | method for evaluation | |||||||||||
| 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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| 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 | Inquiry-based learning is rarely done in elementary schools. Due to this, teachers often wonder how to practice learner-centered inquiry learning in elementary school science classes. Exploratory science learning is difficult at the elementary school stage because these students are beginners who have not mastered the learning process. Previous studies have not clarified how to support or guide the quest of beginners. The competencies that foster inquiry learning are thinking and inquiry ability and are often invisible. Consequently, teachers do not understand how to evaluate non-cognitive ability in class. In this study, I investigated previous studies to clarify the following three factors: competencies cultivated through elementary school inquiry-based learning science curricula and teaching strategies for instruction and evaluation of inquiry-based learning. With regard to teaching strategies, I arranged them using a research process referred to as “teaching strategies to allow smooth progress of students’ research activity” that relied on the results of the author’s past research and the findings here. I attempted to build them as a series of systems. In a 6th grade elementary school science unit, a lesson plan was created by applying the study’s teaching strategies system. The results show that it was impossible to incorporate all the science learning content teaching strategies at the learning stage. Therefore, it is important for teachers to select and adopt teaching strategies according to the science learning content. |
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| 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 2, p. 13-31, 発行日 2022-09-01 |
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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 | |||||||||||
