Analysis of New Zealand science curriculum for factors of constructivism to be extracted and introduced to the subject matter for environmental studies

(1)最近在科学教育中引起关注的建构主义认为，儿童从日常经验中获得的概念被认为是学校学习的起点，无论这些概念是对还是错。建构主义理论支持了上世纪90年代的新西兰课程改革，S提出了这一主张。本项目是从认识到建构主义对环境研究的重要性开始的。为了找到将建构主义的思想引入环境教育的方法，从环境教育的角度，使用两国的教材[新西兰课程中的科学(新西兰教育部1993年)、日本小学学习课程、日本初中学习课程(日本文部科学省1989a，b)]，对新西兰和日本的科学课程进行了比较分析。为了进行分析，…中举例说明的儿童活动更多的以上课程材料被归类为“环境研究的三个阶段”。[阶段1：对自然事物和现象的研究。第二阶段：研究人类生活/社会与自然的关系。阶段3：在考虑到人的生命/社会与自然的关系的情况下，寻找合理的方式度过生命和管理社会的研究(Hiroki，1996年)]。取得的结果如下。在日本，上述材料中列举的大多数儿童活动都被归类为阶段1。很少活动被归入阶段2和3。相比之下，新西兰的活动被归入这三个阶段中的每一个阶段(例如。L阶段：不同地点不同天的测温，第二阶段：食用植物研究，第三阶段：水污染改善调查)。(2)在上述结果的基础上，每个阶段制定了十多个主题，用于三个阶段的环境研究(例如。第一阶段：将水留在室外的容器中；第二阶段：以简单的方式估计粉尘造成的空气污染；第三阶段：寻找将橡子作为人类生命资源的方法。较少

(1) In constructivism, which has been lately attracted in science education, children's concepts obtained through their daily experiences are recognised as starting lines of learning in schools whether the concepts are right or wrong. The innovation of New Zealand curriculum in the l990's is said to be supported by constructivism. This project was started from our recognition that constructivism is also important for environmental studies.In order to find ways to introduce ideas of constructivism into environmental education, the New Zealand science curriculum was examined and analysed in comparison with that in Japan from the view of environmental education, using curricular materials of both countries [Science in the New Zealand Curriculum (NZ Ministry of Education 1993), Course of study for elementary schools in Japan, Course of study for lower secondary schools in Japan (Japanese Ministry of Education 1989a, b)]. For analysis, the children's activities which are exemplified in the … More above curricular materials were classified into "the three stages for environmental studies." [Stage 1 : Studies on natural things and phenomena. Stage 2 : Studies on the relation between human life/society and nature. Stage 3 : Studies on search for reasonable ways in spending life and administering society in consideration for the relation between human life/society and nature (Hiroki 1996)]. The results obtained are as follows. In the case of Japan most of children's activities exemplified in the above materials are classified into stage 1. Very few activities are into stage 2 and 3. In contrast in the case of New Zealand there are activities classified into every stage of the three (eg. Stage l : Measuring temperature in different places on different days, Stage 2 : Study on eatable plants, Stage 3 : Investigation for improvement of water pollution)..(2) On the basis of the above results, more than ten items of subject matter were developed corresponding to each stage for enviromnental studies of the three (eg. Stage 1 : To leave water in a container outdoors ; Stage 2 : To estimate air pollution caused by dust in a simple way ; Stage 3 : To find ways of using acorns as a resource for human life. Less