A Study on the Curriculum of Inquiry-Based Learning in SSH and SGH: Analysis of Documents Related to Research Development

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  • TANAKA, Kohei
    日本学術振興会特別研究員; 高等教育学コース博士後期課程3回生

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  • SSH・SGH指定校における探究学習のカリキュラムに関する検討 --研究開発関連文書の分析を通して--
  • SSH ・ SGH シテイコウ ニ オケル タンキュウ ガクシュウ ノ カリキュラム ニ カンスル ケントウ : ケンキュウ カイハツ カンレン ブンショ ノ ブンセキ オ トオシテ

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This study focused on research development in SSH and SGH-designated schools and presents a perspective when studying inquiry-based learning through an analysis of the intention of the curriculum making of inquiry-based learning, which is the core of research development. To this end, this study involved a quantitative text analysis of documents related to research development in 69 SSH-designated schools and 56 SGH-designated schools. The results confirmed that SSH emphasizes experimentation with the aim of developing human resources in science and technology, while SGH emphasizes fieldwork at home and abroad with the aim of developing global leaders. In addition, there were no significant changes when the installer classification was taken into account. Furthermore, the greater the number of university faculties in the same city, the closer the collaboration with related institutions can be. Through these empirical findings, this study showed that there are perspectives from which to analyze the curriculum of inquiry-based learning: the type of collaborators and their availability, the positioning of the region, and how problems are perceived.

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