アメリカのカリフォルニア州における科学カリキュラムの現代的動向 : 直接教授と探究活動とのバランスを重視した科学カリキュラム

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.