「生きる力」を具現化する理科学習活動の構成と評価

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  • イキル チカラ オ グゲンカ スル リカ ガクシュウ カツドウ ノ コウセイ ト ヒョウカ
  • Students' Learning and Its Authentic Assessment to Foster "Zest for Living" in School Science

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It is considered that there exist the conformities between "scientific literacy" as a goal of science learning and "zest for living" as a slogan of concurrent educational reform in Japan, that is, in "problem solving". In order to foster it, ideas related to social constructivism and the sociology of science knowledge need to be further included in lesson planning and assessment of students' learning. In this article, firstly, the problem solving processes with exchange of students' ideas are described and illustrated with figures. Secondly, it is discussed that the criterion-referenced assessment is not always the powerful measures to assess such kind of learning outcomes as well as processes. Lastly, the free-descriptive type assessment, as one of the authentic assessment tools, is proposed by using the sample data, and it is concluded that this type of assessment strategy can be applied and utilized for the Portfolio.

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