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Research on Curriculum Development of Science and Mathematics Teacher Education for Promoting the Twenty First Century Science and Mathematics Education

推动二十一世纪科学数学教育的科学与数学教师教育课程开发研究

基本信息

批准号：
17300249
负责人：
ISOZAKI Tetsuo
金额：
$ 7.81万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

The aim of this study is to research on curriculum development of science and mathematics teacher education for promoting the twenty first century science and mathematics education.(1) We analysed the Twenty First Century Science Curriculum in England and the National Core Curriculum in Finland, and found out that the aims of science education were intended to educate the scientific literacy and the some teaching contents were organized on the context based approach.(2) We also investigated the teacher's Knowledge, especially pedagogical content knowledge (PCK) and salient knowledge through analysis literatures, and set up the view points for analysis PCK which elementary schoolteachers and lower secondary science teachers had.(3)We surveyed pre-service science teacher education curricula in the USA, the UK, Finland and France. The foreign co-researchers introduced their own science teacher education curriculum with special reference to PCK at the international seminar held by this research project in Hiroshima.(4) We investigated the nature of PCK of elementary school teachers and lower secondary school science teachers, from the points of view gained the results of theoretical researches, throughout qualitative and quantitative analysis. As the results of these investigations, we found out some facts that the first year career teachers' PCK for both school levels were different from the expert teachers' PCK, and PCK was complex and constructed knowledge base

本研究旨在探讨科学与数学教师教育的课程发展，以促进二十一世纪科学与数学教育的发展。(1)通过对英国“21世纪科学课程”和芬兰“国家核心课程”的分析，发现科学教育的目标是培养学生的科学素养，部分教学内容是以情境为基础组织的。(2)本研究亦透过文献分析法，探讨教师知识，特别是教学内容知识（PCK）与显性知识，并建立国小与初中科学教师PCK分析观点。(3)We调查职前科学教师教育课程在美国，英国，芬兰和法国。在广岛举行的国际研讨会上，外国合作研究者介绍了他们自己的科学教师教育课程，特别是参考PCK。(4)本研究从理论研究的角度出发，通过定性和定量分析，对小学教师和初中科学教师PCK的性质进行了调查。调查结果表明，职前教师的PCK与专家教师的PCK存在差异，PCK是一种复杂的知识结构