著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.44, no.1, pp.14-29, 2020 (Released:2020-04-11)

参考文献数

24

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The purpose of this research is to determine how stereotypical views of the sciences and humanities are formed among university students. Thirty undergraduate or graduated students were semi-structurally interviewed, and the collected data were analyzed by the modified grounded-theory approach (M-GTA). The analysis revealed that, prior to the formation of stereotypical views, students first recognized their aptitudes for one of two categories: sciences or humanities. Once they established their aptitudes, they started to recognize those who were in the opposite category. When they encountered “ideal figures” in such categories, they unconsciously extracted some features and regarded them as common features shared among those in such categories. These common characteristics were further interpreted based on their own views and beliefs, which essentially led to forming stereotypical views. This study suggests that the stereotypical views of the sciences and humanities are not universal; they are gradually formed in parallel with students’ constant struggle to navigate themselves during countless decisions for academic and career planning.

著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.44, no.3, pp.198-207, 2020 (Released:2020-10-10)

参考文献数

17

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The division of science and humanities sometimes generates conflicts in our community. To identify a possible gap between the two areas, I conducted research to elucidate how university students define science and humanities. Forty-two undergraduate/graduate students were administered a semi-structured interview, and the collected data were analyzed by qualitative data analysis software. The analysis discovered 7 distinct categories that divided science and humanities: “target of interest”, “skill”, “nature of knowledge production”, “direction of knowledge production”, “process of thinking”, “starting point of thinking”, and “end point of thinking.” “Process of thinking” was the most popular category; however, considerable diversity existed among students’ views. These categorizations also suggested their non-negligible association with ontologies, epistemologies, and methodologies adopted in academic disciplines. Further analysis revealed that science was associated with positivism, monism, empiricism, and rationalism, whereas the humanities were linked to interpretivism and pluralism.

著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.42, no.1, pp.3-11, 2018 (Released:2018-07-11)

参考文献数

45

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Despite its advanced level of scientific research, Japan suffers from a low level of adult scientific literacy compared to many other developed countries. The current situation certainly necessitates a nationwide, robust solution. However, to implement any countermeasures, it is essential to first answer one of the fundamental questions: Does current school education guarantee the acquisition and maintenance of scientific literacy? To provide an answer, the present study examined high school textbooks from both Japan and Canada. Canada was chosen as a counterpart, since Canadian adults reportedly possess outstanding levels of scientific literacy. In this comparative analysis, questions from all of the biology textbooks were examined to reveal the directed level of cognitive processes, key factors considered to play essential roles for becoming scientifically literate. Categorization based on Bloom’s Taxonomy clearly demonstrated that Japanese high school textbooks were not equipped with questions that foster higher cognitive processes, contrary to the Canadian textbooks. Overall, the government-approved textbooks currently used throughout Japan appear to be insufficient for guaranteeing the acquisition and maintenance of scientific literacy.

著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

日本科学教育学会年会論文集 44 (ISSN:21863628)

巻号頁・発行日

pp.407-408, 2020 (Released:2020-11-27)

参考文献数

3

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文系・理系というのは基本的に学問上の区分だが、個人の特性などと結び付けられることでステレオタイプ化につながることがある。本研究は、この文系・理系を学生自身がどのように定義をしているのかを明らかにするために実施した。42名の半構造化インタビューデータから、学生が文系・理系を7つの着眼点に基づき分類することが明らかとなった。これら7分類は、「興味の対象」「技能」「知識生産の性質」「知識生産の方向性」「思考のプロセス」「思考の出発点」「思考の到達点」である。この中で、「思考のプロセス」に言及した学生が最も多く、ここには「文系は感情が許されるが、理系は感情を排除して考える」や「理系は論理的に考える」というものが見られた。しかし、例え同じ単語で表現されても学生により解釈が異なったことから、学生の文系・理系の定義は、ある程度の共通性があるものの、完全に一致することはないことが明らかとなった。

著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

日本科学教育学会研究会研究報告 (ISSN:18824684)

巻号頁・発行日

vol.31, no.4, pp.67-72, 2016 (Released:2018-04-07)

参考文献数

11

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科学リテラシーの向上には、『科学の本質:Nature of Science(NOS)』を適切に理解する必要がある。本研究は、国内の大学生が NOS をどの程度適切に理解しているかを把握するために実施した。具体的には、入学直後の国立大学 1 年生、理系・文系の各 2 学部に所属する学生を対象にアンケート調査を実施し、NOS(6 テーマ)の理解度を調べた。さらに、学生の所属学部や高校で学んだ理科科目の違いが NOS 理解に影響を与えるかどうかを調べた。その結果、理系と文系の学生間で、NOS の平均的な理解度に有意差は見られないことがわかった。一方、NOS 各テーマに注目した場合、学部や選択理科科目により、理解度の異なる NOS テーマがあることが明らかとなった。特に、科学に対する社会的および文化的影響や、科学研究における想像力・創造力の役割では、学部間で有意差が見られた。また高校で「化学・物理」を選択した場合、「地学」を選択した場合と比べて、科学の暫定的性質をより正しく理解する傾向があることも明らかとなった。本研究から、理科科目の総学習時間ではなく、選択した科目が、NOS の理解に影響を及ぼすことが示唆された。

著者

岡本 紗知

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.44, no.1, pp.14-29, 2020

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<p>The purpose of this research is to determine how stereotypical views of the sciences and humanities are formed among university students. Thirty undergraduate or graduated students were semi-structurally interviewed, and the collected data were analyzed by the modified grounded-theory approach (M-GTA). The analysis revealed that, prior to the formation of stereotypical views, students first recognized their aptitudes for one of two categories: sciences or humanities. Once they established their aptitudes, they started to recognize those who were in the opposite category. When they encountered "ideal figures" in such categories, they unconsciously extracted some features and regarded them as common features shared among those in such categories. These common characteristics were further interpreted based on their own views and beliefs, which essentially led to forming stereotypical views. This study suggests that the stereotypical views of the sciences and humanities are not universal; they are gradually formed in parallel with students' constant struggle to navigate themselves during countless decisions for academic and career planning.</p>

著者

岡本 紗知 青井 議輝

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.43, no.2, pp.187-204, 2019 (Released:2019-07-05)

参考文献数

88

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The nature of science (NOS) has become a priority in school science education worldwide and is currently considered essential for achieving a high level of scientific literacy. The present study analyzed and compared biology textbooks (molecular-biology related topics) used at the upper secondary level in Japan and Canada to determine whether NOS was sufficiently presented. This analysis showed that Canadian textbooks covered a much wider range of the NOS than Japanese textbooks. These findings also indicate that, in both countries, three NOS aspects (the empirical nature, the difference between observation and inference, and the cumulative and collaborative nature of scientific knowledge) were relatively well described, while two NOS aspects (the involvement of creativity and imagination and social and cultural embeddedness) occurred less. One of the striking differences between the two countries was the occurrence of theory-laden nature and subjectivity: It was well described in Canadian textbooks, but rarely found in Japanese textbooks. Overall analysis found that the degree of emphasis on each NOS aspect differed by country, and further suggested the importance of incorporating NOS acquisition into national curricula.