Teaching Strategies to Encourage Children's Self Direction in the Inquiry-Based Learning Science Curricula of Elementary Schools

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  • 小学校理科において探究に導くための主体性を引き出す指導方略に関する研究

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Abstract

This study investigates whether inquiry-based learning should be implemented in the Government Guidelines for Teaching (2017) for elementary school learners in science classes. For learners to continue their own inquiry and to uncover unknown scientific content, teachers need to elicit learners’ initiative and resourcefulness. This study aims to extract a strategy for eliciting learners’ autonomy for inquiry-based learning from existing major science class theories and practices. A survey of teaching strategies used in past science classes revealed two types of teaching strategies: those that should be adopted in any unit and those that should be selected based on the nature of the unit. In a unit that enables students to discover the rules of nature by experiencing nature, it is advisable to adopt a “teaching strategy to make students discover the rules of nature by preparing nature experiences that focus on trial activities.” However, in the case of a unit where it is difficult for students to comprehend the rules of nature, it is advisable to adopt an “teaching strategy of teaching the rules of nature through questions and natural experiences by the teacher and having students apply the rules of nature.” Regardless of which strategy is chosen, it is suggested incorporating the following two strategies in the subsequent development: (1) let students develop a hypothesis and apply the hypothesis to natural phenomena to help them understand the more plausible rules of nature, and (2) present phenomena and questions that lead to a reconstruction of learned knowledge, experience, and a leap in cognition.

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