Elementary school teachers' perceptions of the educational significance of observations and experiments in science

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  • 理科における観察・実験の教育的意義に関する小学校教師の認識

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In this study, we sought to determine the educational significance attached by elementary school teachers to science observations and experiments. To achieve this objective, we first defined the educational significance of scientific observations and experiments based on previous research. Next, based on this perspective, we developed a questionnaire to clarify the educational significance of the observations and experiments and administered it to 106 elementary school teachers. Consequently, we derived the following two major points: (1) Many elementary school teachers recognize the educational significance of “enriching direct experience” during observation and experimentation. (2) Among the eight points of educational significance of science observations and experiments items specified in this study, the perspectives of “promotion of understanding of the nature of science,” “fostering attitudes toward scientific inquiry,” “fostering ethics in scientific inquiry,” and “fostering social awareness,” to which teachers attached a relatively low value, could be recognized as of educational significance if concrete examples were provided.

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