著者

木村 優里

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.41, no.4, pp.398-415, 2017 (Released:2018-01-30)

参考文献数

26

被引用文献数

3

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In science education research so far, a kind of dichotomy between science experts and the lay public has often been popularly presupposed, and little attention has been paid to those in between, who continue to engage in scientific practices after finishing their schooling as non-professional scientists. They can be called ‘amateur scientists’, and are the target of this study. The purpose of this study is to explore possible or probable factors (internal motivation and socio-cultural contexts) by which amateur scientists can continue to commit themselves to their scientific practices, and generate a hypothetical model of these factors and their interrelationships. In order to tackle this issue, investigations were made to identify the motivations of amateur scientists and the socio-cultural factors around them through a semi-structured interview (using the Modified-Grounded Theory Approach). A hypothetical model was then generated, explaining the reasons why these amateur scientists could continue to devote themselves to their favorite scientific practices.

著者

下井倉 ともみ 土橋 一仁 松本 伸示

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.38, no.4, pp.238-247, 2014 (Released:2015-01-19)

参考文献数

16

被引用文献数

6

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Several studies have revealed that most students not majoring in science at the Faculty of Elementary Education are not confident to teach science at elementary school. We conducted a questionnaire survey to 1815 such students at 15 universities in Japan. The purpose of this survey was to investigate what they expect from university and what would be the most effective education in order to improve their confidence. The survey revealed that (1) the students only have confidence in teaching biology, but (2) not other scientific subjects covered at elementary school, and (3) they are especially reluctant to teach physics and chemistry. These results indicate that a comprehensive curriculum at university covering all science subjects taught at elementary school is needed to improve their confidence.

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

三宅 なほみ 大島 純 益川 弘如

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.38, no.2, pp.43-53, 2014 (Released:2014-09-11)

参考文献数

41

被引用文献数

1

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This manuscript aims to introduce a discipline called the learning sciences to readers of this journal. Naomi Miyake spent years in the graduate program at UC San Diego in 1980s, was involved in the emergence of cognitive science and has expanded her basic research toward classroom practices. Jun Oshima spent years in 1990s as a graduate student at the University of Toronto to work on how computers can support students’ knowledge building in the classroom and has continued lesson studies in Japan. The two researchers had three meetings to talk about their research field. Their conversation was structured as a story line by Hiroyuki Masukawa. First, it starts with Miyake’s talk about how the cognitive science emerged and came to be related to the learning sciences. Second, Oshima describes his experience to be in the vortex of the emergence of the learning sciences and research projects in the 90s. Third, the talk continues to discuss more deeply a disciplinary issue of how we treat human learning in the learning sciences. Finally, we wrap up our talk by summarizing the future of this discipline and how we will approach collaboration with practitioners and other stakeholders in education.

著者

中村 大輝 藤原 聖輝 石飛 幹晴 川崎 弘作 小林 和雄 小林 優子 三浦 広大 雲財 寛

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.47, no.2, pp.137-154, 2023 (Released:2023-07-08)

参考文献数

124

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The purpose of this study was to derive the types, characteristics, historical evolution, and issues for future research on assessment methods of understanding of the Nature of Science (NOS). The assessment methods for NOS understanding were extracted from an article database, and 69 assessment methods were identified. These assessment methods differed in response format and subjects, and there was some bias in the elements measured. Finally, we summarized issues for future research from the three viewpoints of “What should be assessed as NOS understanding,” “What methods should be used for assessment,” and “What is the purpose of assessment”.

著者

松本 伸示 北浦 隆生

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.23, no.3, pp.220-228, 1999-06-30 (Released:2017-06-30)

参考文献数

12

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It is said that biological education in today's high school has many problems. The purpose of this paper is to explain the existence of those problems, and to search for possible clues for solving them. For the purpose of achieving this goal, an analysis was made of the historical transition of biological education since the Second World War. The materials that were analyzed include sets of the course of study and textbooks used in each period. The characteristics of a particular course of study in each period were extracted through this analysis. The following characteristics of biological education in Japan became clear from the analysis : 1. The basic structure of high school biological education contents has not changed since the curriculum movement of science education ; 2. The basic concepts which have been used in biological education have been retained ; 3. There was some old-fashioned content as a result of the introduction of too little new content of biology in recent years ; and 4. A serious problem exists in the biological education content structure due to the elimination of content as a result of revisions made in the courses of study.

著者

中村 大輝 田村 智哉 小林 誠 永田 さくら 大森 一磨 大野 俊一 堀田 晃毅 松浦 拓也

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.4, pp.215-233, 2020 (Released:2021-02-05)

参考文献数

65

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This study aims to determine the expected effect size of intervention studies in science lessons through meta-analysis. Intervention studies were collected from education-center websites in every Japanese prefecture to calculate the average effect size and examine the moderation effect. The results of the quantitative analysis showed that the mean effect size of multi-valued items was g=0.594 [0.557, 0.630] (k=626, N=9122). The moderator analysis revealed relatively low effect sizes for learning in the geology domain, and differences in effect size for various types of academic indicators. In addition, we provided basic statistics to help determine the sample size needed for future studies.

著者

中村 大輝 雲財 寛 松浦 拓也

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.45, no.2, pp.215-233, 2021 (Released:2021-07-16)

参考文献数

58

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The purpose of this study is to redevelop the Need for Cognition Scale in Science Education (NCSE) and provide basic data for its application. We define NCSE as the intrinsic tendency that allows one to engage in and enjoy cognitive activities; these are scientific inquiries through observation and experimentation. This study is divided into four parts. In Study 1, we conducted a questionnaire survey on 1,875 elementary and junior high school students and clarified the structure of the scale based on item response theory (IRT). Several IRT model fits were compared, and finally, we identified the characteristics of each question item based on the graded response model (GRM). In Study 2, we verified the validity and accuracy of NCSE. In addition, we showed that there was no differential item functioning (DIF) of gender. In Study 3, we examined gender and grade differences. We found that NCSE tended to be higher in males than in females and may decrease as the grade progresses. In Study 4, we divided the questionnaire into two groups based on item parameters estimated in Study 1. These two sets, known as the horizontal test, will contribute to future investigations using the pre-post design approach.

著者

加納 圭 後藤 崇志 塩瀬 隆之

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.2, pp.77-85, 2020 (Released:2020-07-09)

参考文献数

24

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Of recent, cross-curricular education has achieved greater importance. The present research aimed to obtain the psychometric properties of the nationwide achievement assessments on science, reading and mathematic literacy by analyzing the response data provided by the Ministry of Education, Culture, Sports, Science and Technology in Japan. The data includes all of the sixth grade (1,066,295) students in Japan in the 2018 academic year. We randomly picked up 500,000 students from the data set. The results of a factor analysis showed that the science assessment test might be assessing a combination of reading skills, mathematics skills and scientific skills, although the reading and mathematics test assessed each skill specifically. To obtain a more detailed picture, we compared the correct answer rates among 4 groups of students; the higher-scientific-higher-reading skills group, the higher-scientific-lower-reading skills group, the lower-scientific-higher-reading skills group and the lower-scientific-lower-reading skills group. The results suggested that all questions in the science assessment tests required reading skills. Moreover, in some questions, reading skills could complement scientific skills to answer them. These results suggest that we should be careful when dealing with the science assessment test; instead of just using the answer rate as the index of scientific skills, it would be better to use a weighted factor score in order to find out more about students’ achievements by assessing three skills independently.

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

木村 優里

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.41, no.4, pp.398-415, 2017

---

<p>In science education research so far, a kind of dichotomy between science experts and the lay public has often been popularly presupposed, and little attention has been paid to those in between, who continue to engage in scientific practices after finishing their schooling as non-professional scientists. They can be called 'amateur scientists', and are the target of this study. The purpose of this study is to explore possible or probable factors (internal motivation and socio-cultural contexts) by which amateur scientists can continue to commit themselves to their scientific practices, and generate a hypothetical model of these factors and their interrelationships. In order to tackle this issue, investigations were made to identify the motivations of amateur scientists and the socio-cultural factors around them through a semi-structured interview (using the Modified-Grounded Theory Approach). A hypothetical model was then generated, explaining the reasons why these amateur scientists could continue to devote themselves to their favorite scientific practices.</p>

著者

野口 大介

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.45, no.3, pp.364-366, 2021 (Released:2021-10-05)

参考文献数

14

著者

戸田 孝

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.38, no.4, pp.248-259, 2014 (Released:2015-01-19)

参考文献数

11

被引用文献数

1

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The working situation of museum staff members who were originally employed as school teachers was investigated by sending questionnaires to prefectural museums as well as municipal ones in ordinance-designated cities. Such staff members are working in about half of the target museums. More than half of the teachers are planning to return to schools in three to five years, but other are planning to stay longer. In about 40% of the museums, teachers’ duties are specialized in dealing with school pupils and group visitors. The teachers’ specializations are mainly social studies, science, and art. In some cases, teachers of Japanese language work as generalists in partnerships with schools.

著者

辻合 華子 長谷川 春生

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.2, pp.93-103, 2020 (Released:2020-07-09)

参考文献数

40

被引用文献数

6

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STEAM education is attracting attention in Japan as well as in other countries as an education to cultivate the qualities and abilities required for modern issues. However, in education policy-related documents in Japan, the concept of “A” in STEAM education has not yet been determined because of the confounding of ART and ARTS. Therefore, this paper aims to investigate and clarify the concept of “A” in STEAM education in the United States, the birthplace of STEAM education. As a result of the investigation, it became clear that ART has different meanings in the singular and plural forms, and STEAM education is practiced on the basis of its own educational theory. Because there is no concept of plural or article in Japanese, it is difficult to understand the difference. However, in the future, it will be important to understand the differences between the concepts of ART and ARTS and the thinking behind them, in order to further discuss STEAM education in Japan based on the respective educational theories.

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

加納 安彦

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.47, no.1, pp.17-34, 2023 (Released:2023-04-12)

参考文献数

65

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Various pseudoscientific theories regarding health and food sciences have spread widely among both the general public and healthcare professionals. This study examined the degree of infiltration of such theories, particularly in the professional medical community, through an investigation targeting students attending a medical training school. In addition, to compare if these students’ perceptions would be corrected by proper education, the investigation targeted a fixed group of students from the time of their entrance until graduation from medical training school. The result revealed that various pseudoscientific theories regarding health and food sciences had infiltrated deeply among many students, and that some of their perceptions of several such theories had not been altered between their entrance to and graduation from the school. At the same time, significant findings were obtained regarding differences in the educational effect among students due to differences in learning content in the subject of basic medical sciences according to students’ major fields of study. The importance of education with concrete context has been demonstrated in previous studies, along with the importance of enhancing the level of students’ science literacy; the results of this study suggest the necessity of the same approach, of ensuring concrete context regarding pseudoscientific theories on health and food sciences.

著者

小林 傳司

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.31, no.4, pp.310-318, 2007-12-27 (Released:2017-06-30)

参考文献数

10

被引用文献数

2

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A Japanese boom of science communication beginning in 2005 shares some characteristics with advanced countries. This paper explores the background of a sudden boom of science communication in Japan into the struggle, common to advanced countries, for redefining the roll of technoscience in society. Firstly, it is shown that there are two kinds of motivations which triggered the boom of science communication. The first one is an erosion of public trust in experts of technoscience in the 90s. The second one is the changing role of technoscience from a symbol of national prestige to a tool of economic growth. Then, the characteristics and challenges for Japanese science communication activities are discussed.

著者

土井 徹 林 武広

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.39, no.3, pp.212-224, 2015 (Released:2016-02-24)

参考文献数

23

被引用文献数

1

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The purpose of this study is to reveal how alien species are dealt with in textbooks about living environment studies, science, and biology from elementary to high school. From an analysis of students’ responses in lessons about alien species, possibilities and points to be noted for executing science lessons about biodiversity in elementary school were also examined. As a result, the following three points were identified.(1) The textbooks checked in this study have a total of 126 kinds of alien species, of which 10 are alien invasive species, and 23 are careful invasive species.(2) The textbooks have some description of how to cope with the problem of invasive species for most of alien invasive species; they also and have descriptons suggesting that their multiplication and release are encouraged, wheras there is little description about careful invasive species. (3)There are lessons that we had suggested to the students for proper understanding of alien species, indicating that lessons that encourage understanding of alien species in elementary school are possible. We have to examine opportunities and contents for doing so.

著者

長沼 祥太郎

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.39, no.2, pp.114-123, 2015 (Released:2015-06-30)

参考文献数

56

被引用文献数

5

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About 20 years have passed since a “Decline in students’ positive attitude toward science” was first pointed out in the late 1980s. Various efforts, including the Support for Super Science High Schools (SSHs), Science Partnership Program (SPP), science events and symposia have been made over these two decades. However, as the results of international comparative surveys such as IEA’s TIMSS and OECD’s PISA show, there are still many students who are not interested in science. Much research has been carried out concerning the current conditions and causes of the “Decline in students’ attitude toward science” phenomenon. Papers present a variety of data and discourses, but few give a broader overview. Returning to the starting point of the phenomenon, this paper clarifies the features of the “decline in students’ positive attitude toward science” phenomenon, and whether it is a problem to be addressed and solved or not. In addition, its main causes are also reviewed. In conclusion, it is emphasized that this problem should be solved in terms of higher education and adults’ scientific literacy, and that more attention should be paid to non-formal learning by researchers in order to solve this problem.

著者

奥本 素子 橋谷田 俊 高橋 明大 阿部 乳坊

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.2, pp.131-139, 2018 (Released:2018-07-12)

参考文献数

13

被引用文献数

2

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In recent years, the practice of science communication has disseminated scientific knowledge and fostered citizens’ trust and interest in science through dialogue on science-related emotions and values. In this study, we initiated science communication during a Japanese tea ceremony in a traditional café space, throughout which we engaged in dialogue with citizens who did not expect to experience science communication at the event. We analysed the dialogues of eight groups. There was some tendency for both citizens and scientists to initiate conversations in the café space, and this bilateral dialogue was promoted by the understanding of the characteristic of this science café. These results indicate that the design of spaces and the explanation about communication may effectively stimulate dialogue with citizens.