The Effect of Authentic Learning in Science Classes on the Understanding of Scientific Knowledge : A Case Study in the sixth-Grade Class Studying the Burning

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  • OGAWA Hiroshi
    Yoshin Elementary School, Hamamatsu City:Graduate School of Education, Hyogo University of Teacher Education
  • MATSUMOTO Shinji
    Hyogo University of Teacher Education

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  • オーセンティック・ラーニングに依拠した理科授業が科学的知識の理解に与える効果 : 小学校第6学年理科「ものの燃え方」を事例として
  • オーセンティック ・ ラーニング ニ イキョ シタ リカ ジュギョウ ガ カガクテキ チシキ ノ リカイ ニ アタエル コウカ : ショウガッコウ ダイ6 ガクネン リカ 「 モノ ノ モエ カタ 」 オ ジレイ ト シテ

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Abstract

<p>The purpose of this study was to demonstrate the effect of authentic learning in science classes on the understanding of scientific knowledge. We reviewed preceding studies on authentic learning and identified a framework to design science classes. To verify whether the understanding of scientific knowledge was enriched, the classes based on the framework were conducted for 161 elementary school students (6th grade) on study of "burning". As a result of this study, the understanding of scientific knowledge was enriched through the authentic learning in science classes. And we came to the conclusion that there was feasibility in the framework.</p>

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