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Development of sub-Textbooks for Courses, Science IAs, of High School : From the Viewpoint of STS Education

高中科学IA课程子教材的开发——从STS教育的角度

基本信息

批准号：
07558142
负责人：
OGAWA Masakata
金额：
$ 1.15万
依托单位：
IBARAKI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07558142/
关键词：
Sub-text STS education Teaching material development High-school science 理科IA IA科目

项目摘要

The present study carried out for three years for the purpose of developing teaching materials, espesially sub-textbooks, for new science courses for highschool, that are called science IAs. In these courese, different from usual academic oriented courses, emphases are laid in the relevance of science to daily lives. Science teachers, though they are aware of the significance of these courses for the students'future life, are not willing to teach such courses becarse they are not so familiar with how to teach such courses. For such teachers, the present study tried to develop several types of teaching materials or modules for their prospective use. The teaching contents and methodology are heavily dependent upon those developed in the new educational movement named STS education in western countries. The issue our team faced is the diversity of views on the image of "sub-textbook." Suggested materials are, of readings, of worksheets, and of textbooks. However, our decision is that we should not restrict the image of "sub-textbook" into one kind of stereotype, because various kinds of materials in style can be of merits among various teachers. As the results, our team have been developing various types of teaching materials for "sub-textbooks." Part of the resultant materials have already published as the chapters in two monographs, which is shown in the REFEFENCES list.

本研究旨在开发高中科学新课程的教材，特别是子教材，即科学教学论。这些课程不同于一般的学术导向课程，强调科学与日常生活的相关性。科学教师虽然意识到这些课程对学生未来生活的重要性，但由于他们不太熟悉如何教授这些课程，因此不愿意教授这些课程。针对这些教师，本研究试图开发几种类型的教学材料或模块供他们使用。其教学内容和教学方法严重依赖于西方新教育运动中的STS教育。我们团队面临的问题是对“子教科书”形象的看法的多样性。“建议的材料是，阅读材料，阅读材料和教科书。但是，我们的决定是，我们不应该把“子教科书”的形象限制在一种刻板印象中，因为不同类型的材料在不同的教师中可以是有价值的。因此，我们的团队一直在开发各种类型的教材“子教材”。“所产生的材料的一部分已经作为两本专著的章节出版，见参考文献清单。