石川 聡子

type:Article

type:Article We developed teaching materials for the history of science to promote the learning of the Nature of Science: NoS in the “Basic Biology" course for second-year high school students, and practiced teaching using this material. We then examined the learning effects in the aspects of NoS:“the tentative nature of scientific knowledge", “the empirical nature of scientific knowledge", “the theory-laden and subjective nature of scientific knowledge", as well as “cumulative and collaborative nature of scientific knowledge". The results are shown in the following three points: 1) teaching with a historical approach using the history of science materials improved the learning effect of NoS, 2) the effectiveness of learning NoS in multiple sessions was demonstrated, and 3) it was suggested that teaching with an explicit and introspective approach using concept mapping was effective in learning NoS.

type:Article In this study, we modeled the learning activities through a qualitative analysis of the class "Problem-based STEAM Education" offered at Osaka Kyoiku University. As a result, it was shown that engineering inquiry as "E" was established in the activities of this class, and scientific inquiry as "S" was included in it. In addition, the existence of "A", which is based on the diffusion of thought or the meaning of the activity, and "T" and "M", which embody the product technically and quantitatively, were also recognized. This indicates that this class can be established as STEAM education. In addition, the results of the analysis in this study show how each element of STEAM education appears and have the potential to serve as a model for interpreting inquiry activities.