The Design of Science Teaching and Practice to Achieve Independent-Collaborative Learning

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  • 主体的・対話的で深い学びを実現するための理科授業デザイン試論とその実践
  • シュタイテキ ・ タイワテキ デ フカイ マナビ オ ジツゲン スル タメ ノ リカ ジュギョウ デザイン シロン ト ソノ ジッセン

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Abstract

<p>In this study, Y. Engeström’s “Expansive Learning” was utilized for the design of the science teaching. Changes in scientific concepts constructed by children who have learned in an “independent-collaborative learning” environment were analyzed. These learning processes were evaluated from the viewpoint of “learning knowledge deeply” by Sawyer. In the conversion process of “tools” to plan for the construction of a science concept, it was supposed that there are five stages, I~V. The science teaching unit designed was on the “convection of water”, the 4th graders. The following results were obtained: (1) “Tools” as concepts were constructed in the expanded learning. (2) “Tools” as concepts progressed from the point of view of “learning knowledge deeply”. (3) “Learning knowledge deeply” and “independent- collaborative learning” were united effectively in the science teaching.</p>

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