この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/40407
学校教育実践学研究 22 巻
2016-03-22 発行
フランス前期中等教育段階における「科学テクノロジー統合教育」に関する考察
A Study of “Integrated Science and Technology Teaching (EIST)” at Lower Secondary School in France
Abstract
In this study, author analyses the characteristics of Integrated Science and Technology Teaching (EIST) at Lower Secondary School in France.
As a result, it pointed out that the following. EIST increases students’ interest in science and technology through investigative activities. Sufficient time is ensured for learning activities. Acquisition of the competences of socle commun is expected through the study of EIST. It is possible for students to be aware of relationship and coherence of science and technology. EIST shows a new model of learning relating to science and technology in lower secondary school.
As a result, it pointed out that the following. EIST increases students’ interest in science and technology through investigative activities. Sufficient time is ensured for learning activities. Acquisition of the competences of socle commun is expected through the study of EIST. It is possible for students to be aware of relationship and coherence of science and technology. EIST shows a new model of learning relating to science and technology in lower secondary school.
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