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The development of geosciences educational materials and curricula related to earthquakes in primary, secondary, and tertiary educations : A global viewpoint

初等、中等和高等教育中与地震有关的地球科学教材和课程的开发：全球观点

基本信息

批准号：
16330183
负责人：
NEMOTO Hiroo
金额：
$ 2.88万
依托单位：
Scientific Research
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

The results of the research are as follows;1. The number of science teachers at lower secondary schools is around 11.9%, which is reasonable while considering the total number of all subjects. However, a high anomaly is observed in the percentage of teachers in different fields of science (physics, chemistry, biology and earth sciences). The number of teachers with the earth science background is about only 0.6%, which should be raised up to around 3% in order to keep in balance to other fields of science.2. Earthquakes are taught within "The environmental science and geology", "Science", "Geography" and "Science", "Science" and "Geography", and "Geography" and "Geology" at mainly upper secondary schools in Egypt, Nepal, New Zealand, Brazil, and Argentina, respectively. Therefore, we found that main interested domain of earthquakes is not relationships between people and nature of earthquakes but mechanisms of them in Japan. On the other hand, for instance, earthquakes are taught in the New Zealand science curriculum and the New Zealand geography curriculum. This is because one of their aspects is impact on society by earthquakes. This aspect is lack of earthquakes education in Japan.3. Current contents of the field of earthquakes in Schools in Japan are not enough to acquire the earthquake literacy. For instance, one of the earthquake literacy is ability to understand articles related to earthquakes on newspapers.4. We propose new earthquake curriculum from primary schools to tertiary education based on the results of above 1, 2, and 3. Moreover, we studied how to teach earthquake's contents come from new curriculum for primary and upper secondary school students through practical classes. Results indicate that our proposed curriculum is reasonable. However, we found that we need to make new teaching guidebooks, several new materials and so forth for teachers in order to be understood the meanings of new curriculum.

研究结果如下：1.初中科学教师的人数约占11.9%，考虑到所有科目的总人数，这是合理的。然而，在不同科学领域（物理、化学、生物和地球科学）的教师比例方面存在很高的反常现象。具有地球科学背景的教师仅占0.6%左右，应提高到3%左右，以保持与其他科学领域的平衡。在埃及、尼泊尔、新西兰、巴西和阿根廷，主要在高中分别讲授“环境科学和地质学”、“科学”、“地理”和“科学”、“科学”和“地理”以及“地理”和“地质学”。因此，我们发现，在日本，地震的主要兴趣领域不是人与地震自然的关系，而是地震的机制。另一方面，例如，新西兰科学课程和新西兰地理课程都教授地震。这是因为他们的一个方面是地震对社会的影响。这一方面是日本地震教育的缺失.日本学校现有的地震知识不足以培养学生的地震素养。例如，地震素养之一是理解报纸上与地震有关的文章的能力。根据上述1、2、3的研究结果，我们提出了从小学到高等教育的新地震课程。此外，我们还研究了如何通过实践课的形式，对中小学生进行地震新课程内容的教学。结果表明，我们提出的课程是合理的。然而，我们发现，要让教师真正理解新课程的内涵，还需要制作新的教学指导书、新教材等。