Practical Research on Developing STS Instruction for the Knowledge-Intensive Society

毫无疑问，在日本已经开始的知识密集型社会中，我们需要在科学技术教育方面进行重大创新或变革。各国在科学教育方面都有一些重大的挑战和努力，他们一直在向我们的社会发送有趣的研究或数据。第一部分通过比较两个主要研究者和其他研究成果，对目的或目标进行了讨论。本文的第二部分对美国国家科学教育标准这一科学教育的主要目标运动进行了考察。此外，澳大利亚，加拿大和英国的科学教育进行了审查。本文的第三部分是对2000年前后日本人关于科学的本质及其与技术、社会的关系的调查结果的讨论。通过第一部分到第三部分的研究结果，“建构主义”和“STS”被认为是科学教育中最重要的两种哲学。第五部分是对建构主义理论下STS教学行动研究的总结。在职教育会议在静冈大学举行，超过16名科学教师在STS与建构主义的各种活动。作为STS方法的样本模块，在日本文化的背景下，对日本未来创新的三个模块进行了尝试和研究。

There is no question that we need major innovations or changes in science and technology education regarding the Knowledge-Intensive Society which has already started in Japan. There have been some major challenges and efforts in science education in various countries and they have been sending interesting researches or data to our society. The first part focuses on the discussion of aims or goals by comparing two major researchers and other outcomes. In the second part of this paper, as one of the major movements in science education for considering aims or goals, National Science Education Standards in the US is examined. Also, science education in Australia, Canada and UK is examined. The third part of this paper was discussion on the results from around 2000 data concerning to nature of science and its relation to technology and society among Japanese people. With the results from the first through the third part, ' constructivism ' and ' STS ' were identified as the two most important philosophies in science education. The last part is the summary of action research of STS instruction with constructivism. For in-service education sessions were held at Shizuoka University where more than sixteen science teachers had various activities in STS with constructivism. As sample module of STS approach, three modules were tried and examined in the context of Japanese culture for future innovation in Japan.