Basic Research of Science Education Improvement based on New Scientific Literacy Theory

基于新科学素养理论的科学教育改进基础研究

• 批准号: 12680166
• 负责人: NAGASU Namio
• 金额: $ 2.05万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680166/
• 关键词: Scientific Literacy; Theory; AAAS; BSCS; UNESCO; NSES; New Scientific and Technological View; STS; New Science Education Improvement; プロジェクト2061; 全米科学教育スタンダード(NSES); Bybee

The results of this research focused on as follows as two point;The first was collected many articles or reports in terms of scientific literacy (SL) theory. The second was clarified the towards for science education improvement based on the analysis of these databases. After that, we get the database based on collected by John Penick, ICASE, for three decades till 1993 and for STL theory J from UNESCO till 1994. We also collected another articles for SL or STL and nature of science. We need to analyze more in detail for a lot of database.We also clarified the different meanings of SL theory based on comparison between three decade ago and recent new SL theory because this new SL theory in terms of new Scientific and Technological views based on STS containing constructivist learning theory. This new meaning of SL theory was influenced by Roger Bybee of BSCS's executive director who directed National Science Education Standards (NSES), and point of "ATLAS of SL developed Project 2061.AAAS and had the same idea for UNESCO's point.We clarified the direction for new science education improvement.

本研究的结果主要集中在以下两点：一是收集了大量关于科学素养理论的文章或报道。第二部分是在对这些数据库进行分析的基础上，阐明了科学教育改进的方向。在此基础上，我们得到了数据库的基础上收集的约翰Penick，ICASE，三十年到1993年和STL理论J从联合国教科文组织到1994年。我们还收集了SL或STL和自然科学的其他文章。我们还需要对大量的数据进行更详细的分析，并通过对30年前的SL理论和最近的SL理论的比较，阐明SL理论的不同含义，因为新的SL理论是基于STS的新科技观，包含了建构主义学习理论。SL理论的这一新含义受到了BSCS执行主任罗杰·拜比（Roger Bybee）的影响，他指导了美国国家科学教育标准（NSES），SL的ATLAS观点发展了2061.AAAS项目，并与联合国教科文组织的观点不谋而合，为新的科学教育改进指明了方向。

项目成果

長洲南海男: "既知の問題解決指向からイシューズ志向の理科(教科)教育への転換"日本教科教育学会誌. 第24巻第3号. 37-40 (2001)

南开长洲：“从已知的问题解决导向到问题导向的科学（学科）教育的转变”日本学科教育学会杂志，第 24 卷，第 3. 37-40 期（2001 年）。

Tanzawa,Kumano,Katahira,Imamura & Nagasu,: "How do Japanese Students Conceive Science and Technology"Proceedings of Japan-Korea Seminar on Science Education.Seoul.. Oct.16-20. 115-120 (2000)

丹泽、熊野、片平、今村

監修長洲南海男 翻訳熊野善介, 丹沢哲郎他: "全米科学教育スタンダード 科学教育の未来を展望する"梓出版社. 258 (2001)

南海长洲监修，熊野善介、丹泽哲郎等译：《国家科学教育标准：展望科学教育的未来》梓出版258（2001）。

Namio NAGASU, Director, Yoshisuke KUMANO, Tetsuro TANZAWA & etc. Translator: "National Science Education Standards"Azusa Syuppan Sha. 258 (2001)

长须奈雄 导演、熊野芳介、丹泽哲郎

Namio NAGASU: "The Change of Issues-oriented Science (Subject) Education from The Known Problem Solving-oriented"Japan Curriculum Research and Development Association. VOL. 24 No. 3. 37-40

NAGASU Namio：“问题导向的科学（学科）教育从已知问题解决导向的转变”日本课程研究开发协会。