探究を軸に子どもの「資質・能力」を育成する社会科カリキュラムの原理とその展開 : NCSSのThe College, Career, and Civic Life (C3) Frameworkを手がかりに
学校教育実践学研究 Volume 24
Page 157-166
published_at 2018-03-22
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/45469
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HiroshimaJSchEduc_24_157.pdf
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Title ( jpn ) |
探究を軸に子どもの「資質・能力」を育成する社会科カリキュラムの原理とその展開 : NCSSのThe College, Career, and Civic Life (C3) Frameworkを手がかりに
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Title ( eng ) |
The Principal of Inquiry-based Social Studies Curriculum for Developing Children’s Competency and Its Example Units: A Case of “The College, Career, and Civic Life (C3) Framework” by NCSS
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Creator |
Kim Jongsung
Kawahara Kosuke
Tatara Yusuke
Kodama Taisuke
Shigematsu Fumiya
Yamamoto Ryo
Yoshikawa Tomonori
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Source Title |
学校教育実践学研究
Hiroshima journal of school education
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Volume | 24 |
Start Page | 157 |
End Page | 166 |
Journal Identifire |
[ISSN] 1341-111X
[NCID] AN10491493
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Abstract |
This paper aims at answering the following two questions; one is “How can social studies move from contents-focused to contents-skill-balanced?” and the other is “How can social studies’ unique skills and competency that extend beyond the boundary of individual subject be cultivated simultaneously?” To answer these questions, authors analyzed “The College, Career, and Civic Life (C3) Framework” and its four example units, which are designed by NCSS to promote inquiry-based curriculum and cultivating competency within social studies. The four example units were based on the “Inquiry Arc,” which is the core of the framework: (a) developing questions and planning inquiries, (b) applying disciplinary tools and concepts, (c) evaluating sources and using evidence, and (d) communicating conclusions and taking informed action. After the analysis, authors could discover the framework’s three characteristics. (1) C3 Framework integrates social science disciplines into social studies by using them as lenses to understand society. (2) The framework also achieves a good balance between doing social studies and developing competencies that goes beyond a subject through adapting Inquiry Arc. (3) The framework gives discretionary power to curriculum designers including teachers, so they should be in charge of their curriculum as gatekeepers.
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Keywords |
Inquiry-based
Social Studies
C3 framework
NCSS
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NDC |
Education [ 370 ]
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Language |
jpn
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Resource Type | departmental bulletin paper |
Publisher |
広島大学大学院教育学研究科附属教育実践総合センター
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Date of Issued | 2018-03-22 |
Publish Type | Version of Record |
Access Rights | open access |
Source Identifier |
[ISSN] 1341-111X
[NCID] AN10491493
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