The Lesson Improvement Study Based on the Fact of Learning

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  • 社会科の学力評価論の批判的検討 : 学習の事実に基づく授業改善研究の必要性(シンポジウム特集)
  • 社会科の学力評価論の批判的検討 : 学習の事実に基づく授業改善研究の必要性
  • シャカイカ ノ ガクリョク ヒョウカロン ノ ヒハンテキ ケントウ : ガクシュウ ノ ジジツ ニ モトズク ジュギョウ カイゼン ケンキュウ ノ ヒツヨウセイ

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Abstract

Studies on the effectiveness of evaluation systems on Social Studies have been carried out in various domains and levels; a survey on actual academic achievement, methods, processes and activities for evaluation, and development of exam papers to list a few. However, no evaluation methodology that effectively put theory into practice has yet been established so far. Why? One cause may lie in difference between educational evaluation methods in schools and outcomes of the examinations that focuses on more practical knowledge and understandings. The latter appeals more in the wider society. Could the scoring system that considers various viewpoints benefit students acquiring knowledge in social studies? Given the situations where schools and teachers are currently in, how can we evaluate educational outcomes in more practical manner? Every research reflects in method various unique aspects and agenda that focus on practicality of the evaluation systems. Also, it is necessary to recognize the importance of developing an evaluation practice unique to social studies. The research in social studies lessons improvement is also much called upon considering that the evidences for evaluation derived from differing viewpoints of academic achievement depending on the social studies theory.

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