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Toward an Elementary School Science Curriculum Incorporating the “Nature of Science”: Based on an Analysis of the National Science Curriculum in England

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  • 「科学の本質」(Nature of Science)を取り入れた小学校理科カリキュラムに関する研究
  • 「科学の本質」(Nature of Science)を取り入れた小学校理科カリキュラムに関する研究 : イギリスのナショナル・カリキュラム科学の事例を通して
  • 「 カガク ノ ホンシツ 」(Nature of Science)オ トリイレタ ショウガッコウ リカ カリキュラム ニ カンスル ケンキュウ : イギリス ノ ナショナル ・ カリキュラム カガク ノ ジレイ オ トオシテ
  • ―イギリスのナショナル・カリキュラム科学の事例を通して―

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Abstract

<p>The aim of this research is to clarify concrete strategies for incorporating the Nature of Science (NOS) into the elementary science curriculum in Japan. First, we define this study’s concept of the NOS based on previous research in the UK, and then analyze how these concepts have been incorporated into the National Curriculum in England. The results revealed the following points: 1. Considering that Japanese science education has a different sociocultural context from the Western one, it is necessary to create country-specific definitions of contents and areas of the NOS. When we develop a science curriculum that adopts the NOS, we also need to create distinct methods to match the country-specific contents and areas of the NOS. 2. By introducing learning based on historical viewpoints using scientific works that Japanese elementary school students can understand, it becomes possible for the students to learn more deeply about science as a social enterprise and to understand how scientific knowledge is developed. </p>

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