Practical research on investigational activities that introduce ICT to promote inter-school collaboration: a junior high school third-grade science class “Growth and reproduction of organisms”

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  • 異校種間連携を促すICTを導入した探究活動の実践的研究
  • 異校種間連携を促すICTを導入した探究活動の実践的研究 : 中学校第3学年理科「生物の成長と生殖」の授業において
  • イコウシュ カン レンケイ オ ウナガス ICT オ ドウニュウ シタ タンキュウ カツドウ ノ ジッセンテキ ケンキュウ : チュウガッコウ ダイ3 ガクネン リカ 「 セイブツ ノ セイチョウ ト セイショク 」 ノ ジュギョウ ニ オイテ
  • ―中学校第3学年理科「生物の成長と生殖」の授業において―

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<p>The curriculum guidelines for junior high and senior high schools (Ministry of Education, Culture, Sports, Science and Technology) stated that lessons need to be improved by shifting to proactive, interactive, and deep learning that allows student learners to participate actively in the learning process, rather than having teachers unilaterally give lessons. However, it is difficult to shift from conventional knowledge transfer lessons to learner-centered, knowledge-creating lessons. The Ministry is promoting the GIGA school concept by which each school prepares the environment necessary for utilizing information devices such as computers and communications networks, and by which learning activities that make appropriate use of these are enhanced. Therefore, although various efforts using Information and Communication Technology (ICT) are being carried out at each school, the use of ICT for collaborative learning is less than for the teacher-centered presentation of information and materials. In collaborative lessons utilizing ICT, although there are reports of learning between the same types of schools outside the classroom, information sharing among students in the classroom, and presentations and discussions in groups, there are few examples for the use of ICT in collaborative learning across school types. In this study, using investigational activities centered on autonomous learning, we introduced ICT into a junior high school science (Biology) class that promotes collaborative learning among different types of schools, including research institutes. We clarified the educational effects of the investigational activities in which students observed the early embryogenesis of frogs and explored issues related to vertebrate development based on scientific evidence. Replies to a questionnaire survey after the lesson practice suggest that better learning was achieved through this learner-centered learning in which interactions and mutual learning with others were more effective than learning alone or attending knowledge transfer-type simultaneous lessons.</p>

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