理科の見方・考え方を働かせた探究「日本の気象」の指導計画

中学校理科第２学年の地球領域における，理科の見方・考え方を働かせた「解決する方法を立案し，その結果を分析して解釈する」学習過程を重視した探究的な学習活動として，「日本の気象」において行うことが適していると考えられる。本稿は，気象の学習の現状を踏まえながら，「日本の気象」を探究的な学習活動として扱う意義や留意点を検討し，具体的な指導計画を構想した。

In the second grade of junior high school science, students conduct inquiry learning that makes using scientific perspectives and thoughts. During inquiry learning, the emphasis is on formulating a method for solving a problem, and then conducting observational experiments to analyze and consider the results. "Climate in Japan" was considered suitable for exploratory learning of earth science-related content for second grade students of junior high school. This paper first summarized the reasons. Then, based on the current state of meteorological learning, the significance and points to keep in mind when treating "Climate in Japan" as inquiry learning were examined. Finally, a concrete instruction plan was conceived.