実社会・実生活の問題解決という文脈を導入したSTEM教育型理科授業のデザインに関する研究

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  • 木村 優里
    特定非営利活動法人東京学芸大こども未来研究所
  • 原口 るみ
    特定非営利活動法人東京学芸大こども未来研究所
  • 大谷 忠
    東京学芸大学大学院教育学研究科

書誌事項

タイトル別名
  • Research on Designing a STEM-Education-Type Science Class Adopting the Context of Problem Solving in Society and Life
  • ジッシャカイ ・ ジッセイカツ ノ モンダイ カイケツ ト イウ ブンミャク オ ドウニュウ シタ STEM キョウイクガタ リカ ジュギョウ ノ デザイン ニ カンスル ケンキュウ

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<p>This paper reports on the results of an analysis of a trial STEM-education-type science class that adopted an engineering process, aimed at enhancing the recognition of the practical value of science. We conducted a questionnaire survey to compare the pre/post results of the STEM-education-type science class. The results showed that the students became aware of the practicality of science. However, it was unclear whether they could have been able to appreciate its value. In order to examine the effects of the STEM-education-type science class more clearly, we conducted further analysis according to three groups of the survey subjects: ascending (noticed practicality)/no change/descending (lost sight of practicality). In consequence, it was shown that the “ascending” group had become able to recognize the practical value of science. Besides, it became clear that their favor of and confidence in science has improved. On the other hand, the “descending” group showed the opposite results, indicating that their recognition of the practical value of science was declining. This suggests the importance of preparing a variety of approaches in order to fit the needs of each individual.</p>

収録刊行物

  • 科学教育研究

    科学教育研究 45 (2), 184-193, 2021

    一般社団法人 日本科学教育学会

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