地学基礎「地球の形と大きさ」における学びを深める単元構成

次期学習指導要領では，単元のまとまりのなかで学びの過程を組み立て，学びを深める授業が求められている。そこで，本研究では，知識の習得に重点を置かれがちな地学基礎「地球の形と大きさ」において，生徒が学びを深めることができる単元構成の開発を試みた。具体的には，「理科の見方・考え方」を働かせたパフォーマンス課題を取り入れた探究活動を行い，その活動の自己評価を行うことを軸にしながら，関連する学習内容と学習方法を見直した単元である。授業実践の結果，「地球の形と大きさ」の理解の深まりだけでなく，自己の「理科の見方・考え方」の程度や状況の認識，「科学に対する見方・考え方」や「理科の学び方」の変容など，知識習得以外の効果も得ることができた。一方，自己評価におけるルーブリックの示し方などに課題が残った。

One problem with lessons on the configuration and size of the earth is that learners simply listen to their teacher’s explanation to gain knowledge on the subject. Therefore, the purpose of this study was to develop a curriculum where leaners could acquire the following two things. The first was to help learners understand the configuration and size of the earth. The second was to help learners to deepen their scientific perspectives and ideas. Thus, learners were given a performance task where they had to calculate the earth size from a map, and then consider the configuration of the earth. In addition, at the final stage of the units, learners performed a self-evaluation of how they conducted their performance task. As a result of the lessons based on this curriculum, the learners were able to autonomously understand their learning content, identify problems in their learning, and develop their own ideas towards science. However, some learners failed to understand the content and structure shown in the rubric, and were unable to properly evaluate themselves.