Curriculum Design of Learning Nano-Science at Elementary School Level

本研究旨在设计一套适合中小学生学习高等科学基础知识的课程。我们对学习进展模型的研究进行了回顾，并将学习进展模型与我国课程标准的学生学习内容和学习轨迹进行了比较。比较分析表明，国家指南涵盖了足够的内容范围，但研究单位之间没有有意义的联系。对日本开发的假设检验教学材料的进一步分析表明，可能存在另一种不同于先前研究的基础学习轨迹。

This study was aimed at designing a curriculum for elementary and high school students to learn the basic of the advanced science issues. We conducted the review of studies on the Learning Progressions Model and compared the contents and trajectory of student learning between LPs and our national curriculum guideline. The comparative analysis suggested that the national guideline covers the sufficient range of contents but did not have meaningful connections among study units. The further analysis of materials from the Hypothesis-Testing Instruction developed in Japan revealed that there might be another possible trajectory of learning the basic that is different from LPs in the preceding studies.