多様な学びに対応する理科の授業力量に関する事例的検討 : 模擬授業におけるリフレクションに注目して

A Case Study on Science Teaching Competence for Diverse Learning: Focusing on Reflection on Trial Teaching

Yamasaki Takahito

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

This study aimed to research and clarify teacher trainees' perceptions and thoughts as the basis for acquiring and improving teaching competence that enable them to respond to a variety of sicence learning, by focusing on reflection on traial teaching of elementary school science in the teacher training course. The findings were mainly the followings: (1) 8 categories were found as categories related to science teaching competence corresponding to diverse learning. (2) It was implied that after having each learner think about their predictions, by having them present and share their predictions for all groups, teacher trainees will be able to notice various predictions and think about how to respond to such diversity. (3) From the viewpoint of the UDL guidelines, some descriptions were found related to each of the three principles; these are 'Provide multiple means of representation', 'Provide multiple means of action & expression', and 'Provide multiple means of engagement'.

Diverse Learning

Science Teaching

Teaching Competence

Reflection

Trial Teaching

jpn

広島大学大学院人間社会科学研究科附属教育実践総合センター

Center for School Education Research and Development, Graduate School of Humanities and Social Sciences, Hiroshima University