書誌事項
- タイトル別名
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- Assessing Scientific Knowledge of High School Students Participating in an Inquiry-based Hands-on Program, Using a PISA Framework
- コウコウセイ オ タイショウ ト シタ ケンキュウ タイケン デ カクトク サレル カガクテキ チシキ ト ソノ ゲンカイ : PISA ノ ヒョウカ ワクグミ オ カツヨウ シタ ブンセキ
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説明
<p>PISA offers a framework for assessing scientific knowledge, which consists of knowledge of and about science. In Japan, traditional education has tended to emphasize the knowledge of science. However, Japanese government will revise the national curriculum in order to foster the more innovative persons in five years time. The next generation of curriculum will aim to promote more active learning and scientific methods or mindsets, but it will be difficult to advance the reform because of the lack of suitable teaching methods, contents or materials on knowledge about science developed in Japan, or even world-wide. In this situation, we developed a two-day inquiry-based hands-on program, and used it to assess participants’ scientific knowledge. We showed that participants in the program can acquire knowledge of science, especially in the stem cells research field. On the other hand, we found the limitation that participants could not increase their knowledge about science under the PISA framework. This suggests that longer or higher-frequency programs may be needed for students to acquire knowledge about science. Moreover, in order to assess students’ knowledge about science, simple but effective qualitative evaluation methods need to be developed, in parallel with improving quantitative evaluation methods.</p>
収録刊行物
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- 科学教育研究
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科学教育研究 41 (2), 107-115, 2017
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390001205750283904
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- NII論文ID
- 130005775713
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 028360921
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDLサーチ
- CiNii Articles
- KAKEN
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- 使用不可