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ID 18145
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別タイトル
Current Trend of Science Curriculum in California of the United States of America : Focusing on Science Curriculum Balanced Direct Teaching with Investigative Activity
著者
キーワード
科学フレームワーク
直接教授
探究活動
Science Framework
Direct Teaching
Investigative Activity
NDC
教育
抄録(英)
The purpose of this paper was to make clear the charactaristics of the current trend of science curriculum in California of the United States of America. Through the documentary records, the following results were reached: (1) Though the science curriculum is emphasized to be a child-based or inquiry-based one in the Science Framework for California Public Schools, Kindergarten Through Grade Twelve (1990), it is considered to balance direct teaching with investigative activity and to raise a scholastic ability in the Science Framework for California Public Schools, Kindergarten Through Grade Twelve (2003). (2) Therefore hands-on activities are decreased from 40 percent to 20-25 percent of the science instructional time in the Science Framework (2003). (3) While the puzzles, games and demonstrations, etc are introduced into direct teaching, investigative activity is looked upon as learning the problem solving skills broadly without setting limits to acquire science process skills. (4) In the Science Framework (2003), the science contents are more rich and of a higher standard as compared with the elementary school contents of the course of study in Japan.
掲載誌名
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域
55号
開始ページ
61
終了ページ
70
出版年月日
2007-03-28
出版者
広島大学大学院教育学研究科
ISSN
1346-5546
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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