我が国における教科等横断的な学びとしてのSTEM/STEAM教育の意義　各教科等の「見方・考え方」とBig Ideasに注目して

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  • Discussion on Discipline-based Epistemological Approaches Situated in the Japanese Curriculum and their Relation to the Big Ideas in STEM/STEAM Education
  • ワガクニ ニ オケル キョウカ トウ オウダンテキ ナ マナビ ト シテ ノ STEM/STEAM キョウイク ノ イギ : カク キョウカ トウ ノ 「 ミカタ ・ カンガエカタ 」 ト Big Ideas ニ チュウモク シテ

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<p>The present study discusses the discipline-based epistemological approaches stipulated in the Japanese National Curriculum Standards and their relationship with the big ideas in STEM Education. First, it recapitulates what has been expected for STEM/STEAM education in cross-curricular learning in the context of Japan. The study then compares the discipline-based epistemological approaches of science, technology, and mathematics in lower secondary education and the big ideas of and about STEM (Chalmers et al., 2017). The results reveal that it would be beneficial to specify core content knowledge of each of the disciplines and consider inclusion of the nature of each discipline, such as NOS (Nature of Science), more explicitly in discipline-based epistemological approaches for better decision-making. This will help to develop civic literacy, which is one of the expected goals of cross-curricular learning in Japanese.</p>

収録刊行物

  • 科学教育研究

    科学教育研究 45 (2), 103-111, 2021

    一般社団法人 日本科学教育学会

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