In-service and Pre-service Teachers’ Perceptions on “Making” in Science Learning: Based on Teaching and Learning Experiences of “Making”

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  • 現職教師と教職課程学生の理科でのものづくりに関する認識
  • 現職教師と教職課程学生の理科でのものづくりに関する認識 : ものづくりの指導経験および学習経験を踏まえて
  • ゲンショク キョウシ ト キョウショク カテイ ガクセイ ノ リカ デ ノ モノズクリ ニ カンスル ニンシキ : モノ ズクリ ノ シドウ ケイケン オヨビ ガクシュウ ケイケン オ フマエテ
  • ―ものづくりの指導経験および学習経験を踏まえて―

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Abstract

<p>This study explores in- and pre-service teachers’ perceptions on “making” in science learning and examines their teaching and learning experiences of “making” by administering a questionnaire. Twenty elementary and thirty-eight junior high school in-service teachers participated in this study, along with one hundred and forty-eight and forty-five pre-service teachers from the faculty of education and the faculty of science, respectively. The in- and pre-service teachers’ experiences were found to be as follows: regarding the pre-service teachers’ attitudes toward “making”, they preferred making in science learning and considered themselves as poor makers rather than good makers. Despite their majors at the university, statistically significant differences were not seen in preference, self-efficacy, and frequency of making. Regarding the in-service teachers’ frequency of making in science teaching, the junior high school teachers did not implement making as often as the elementary school teachers did. In- and pre-service teachers believed that the activity-rich “making” teaching method is not as desirable as the observation and experimentation-rich teaching method. In- and pre-service teachers recognized that children prefer observation, experimentation, and “making”, but they are not necessarily good at them. Regarding the educational significance of “making”, in- and pre-service teachers value enhancing children’s creativity, evoking intellectual curiosity, and improving their making skills. On the other hand, their educational beliefs regarding the role of “making” in the acquisition of scientific knowledge differ. The findings of the study revealed the implications of developing science learning through making, such as promoting curriculum management, developing a teaching model including “making” as a learning activity, and enriching the lesson study. </p>

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