The Historical Development of Project-Based Learning in Science Education in Germany
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- OKAWA Shohei
- Shizuoka Prefectural Numazu Commercial Senior High School
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- OHTAKA Izumi
- Tokiwa University
Bibliographic Information
- Other Title
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- ドイツ科学教育におけるプロジェクト授業の歴史的展開
Description
<p>In this paper, we investigate the historical development of project-based learning in science education in Germany. We identify and examine five key points: First, the integration of opposing pedagogies—subject-based teaching and project-based learning—took place against a backdrop of criticisms directed toward project-based learning that were prompted by the rise of the project week. Second, the emphasis on project-based learning in science education was triggered by the resistance against “scientism” and “blind faith in progress.” Third, toward the end of the 1980s, the application of project-based learning expanded beyond comprehensive and cross-curricular contents, focusing on social issues and environmental problems. Fourth, in the 1990s, “project-oriented learning,” a classroom learning style that incorporated only the primary features of a project, drew attention, leading to the development of this type of classroom practice in science education. Fifth, project-based learning is acknowledged again as an effective form of classroom learning to develop students’ skills in recent focus areas such as “evaluation” competence and “communication” competence.</p>
Journal
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- Journal of Research in Science Education
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Journal of Research in Science Education 62 (2), 377-387, 2021-11-30
Society of Japan Science Teaching
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Details 詳細情報について
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- CRID
- 1390853179620638848
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- NII Article ID
- 130008122783
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- ISSN
- 2187509X
- 13452614
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- Text Lang
- ja
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- Data Source
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- JaLC
- Crossref
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed