Development of a Science Curriculum on the “Configuration and Size of the Earth” for Learners to Deepen Their Learning in Senior High Schools

次期学習指導要領では，単元のまとまりのなかで学びの過程を組み立て，学びを深める授業が求められている。そこで，本研究では，知識の習得に重点を置かれがちな地学基礎「地球の形と大きさ」において，生徒が学びを深めることができる単元構成の開発を試みた。具体的には，「理科の見方・考え方」を働かせたパフォーマンス課題を取り入れた探究活動を行い，その活動の自己評価を行うことを軸にしながら，関連する学習内容と学習方法を見直した単元である。授業実践の結果，「地球の形と大きさ」の理解の深まりだけでなく，自己の「理科の見方・考え方」の程度や状況の認識，「科学に対する見方・考え方」や「理科の学び方」の変容など，知識習得以外の効果も得ることができた。一方，自己評価におけるルーブリックの示し方などに課題が残った。One problem with lessons on the configuration and size of the earth is that learners simply listen to their teacher’s explanation to gain knowledge on the subject. Therefore, the purpose of this study was to develop a curriculum where leaners could acquire the following two things. The first was to help learners understand the configuration and size of the earth. The second was to help learners to deepen their scientific perspectives and ideas. Thus, learners were given a performance task where they had to calculate the earth size from a map, and then consider the configuration of the earth. In addition, at the final stage of the units, learners performed a self-evaluation of how they conducted their performance task. As a result of the lessons based on this curriculum, the learners were able to autonomously understand their learning content, identify problems in their learning, and develop their own ideas towards science. However, some learners failed to understand the content and structure shown in the rubric, and were unable to properly evaluate themselves

Development of Curriculum to Train Perspectives and Thinking abaut the Earth

地球システムは，地球で起こっている自然の事物・現象を総合的に捉える中核的な概念であり，未来を担う生徒にとって，地球環境の複雑な変化を捉え，持続可能な社会を形成するために習得すべき概念の一つだと考えられる。しかし，日本の理科教育において，地球システムの扱いは十分とは言えない。本稿は，地球システム的な見方・考え方を育成する観点から，高等学校地学基礎のカリキュラムを開発して提案するもので，平成30年告示の新学習指導要領の趣旨に応じたものでもある。本カリキュラムに基づく授業を行うことにより，地球システム的な見方・考え方の育成が可能であることを確認した。The Earth system is a core concept that comprehensively captures various natural phenomena occurring on Earth. Students who will be responsible for the future are required to capture the complex changes in the global environment and form a sustainable society that understands this concept. However, science education in Japan does not adequately deal with the Earth system; therefore, I developed a draft curriculum for studying the Earth system as a high school science subject. This curriculum conforms to the learning course objectives published in 2018. By implementing lessons based on this curriculum, students will be able to acquire a variety of perspectives and thinking about the Earth.本研究は，JSPS科研費18H00140の助成を受けて行ったものである

Teaching Strategies Plan for Exploring Nature Using Scientific Perspectives and Thoughts: Learning to Examine the Climate in Japan

中学校理科第２学年の地球領域における，理科の見方・考え方を働かせた「解決する方法を立案し，その結果を分析して解釈する」学習過程を重視した探究的な学習活動として，「日本の気象」において行うことが適していると考えられる。本稿は，気象の学習の現状を踏まえながら，「日本の気象」を探究的な学習活動として扱う意義や留意点を検討し，具体的な指導計画を構想した。In the second grade of junior high school science, students conduct inquiry learning that makes using scientific perspectives and thoughts. During inquiry learning, the emphasis is on formulating a method for solving a problem, and then conducting observational experiments to analyze and consider the results. "Climate in Japan" was considered suitable for exploratory learning of earth science-related content for second grade students of junior high school. This paper first summarized the reasons. Then, based on the current state of meteorological learning, the significance and points to keep in mind when treating "Climate in Japan" as inquiry learning were examined. Finally, a concrete instruction plan was conceived

Research on the Consciousness of Trainee Teachers Composing Units : Learning about an Earthquake in Junior High School Science Class as an Example

次期学習指導要領改訂に向けた準備や義務教育学校創設等を背景として教員に新たな指導力が求められ，教員研修・養成の在り方も問われている。今回，今後の教育実習指導の在り方を探る一資料として，中学校・高等学校教員免許状（理科）を取得しようとしている教育実習生の教科教育の指導力のうち，単元を構成する意識に着目して実態調査を行った。その結果，単元全体を通して生徒に身に付けさせたいことを明らかにしたり，異校種間の関連を考慮したりして授業計画を行うことの意識が乏しいことが判明した。The consciousness of trainee teachers, who are going to become science teachers at Japanese junior or senior high schools, composing units was investigated. The results showed lack of viewpoints to compose units: to make aims of units and to relate the units to the students’ learning from elementary school

Active Learning Models in Science Classes

研究の第１年次に当たる本年は，理科におけるアクティブラーニング型授業の構造化に向けて，内化と外化の往還を取り入れた授業デザインとその実践に取り組み，具体的実践の蓄積を行った。小学校，中学校，高等学校それぞれで実践を行ったところ，１）学習内容の定着が図られる，２）発展的な内容や未習内容を生徒が主体的に理解することが可能である，３）協働的な学びの場面を加えることで理解の深化が図られる，４）どのような課題に取り組ませるのかといった課題の設定がカギである，５）アクティブラーニングであるか否かを判断するための要素を明らかにする必要がある，などの一定の成果と課題が明らかになった。The purpose of this study is to create active learning models in science classes. As the first-year research, the authors designed the classes which would include a round trip between externalization and internalization, and put them into practice. The designed models were adopted in elementary, junior high and senior high school classes. What have become clear are as the following; 1) Students’ acquisition of the learning contents can be promoted, 2) Students can understand advanced contents proactively, 3) Students’ learning can be deepened by adding collaborative activities, 4) The success or failure to active learning may depend on the quality of the tasks which students work on, 5) It is necessary to clarify the factors to determine active learning

Learning to Develop Perspectives and Thinking About the Earth by Learning the Carbon Cycle in the Natural System: Learning on the Basics of Earth Science for High School Students to Understand "Realization of a Decarbonized Society"

地球温暖化の影響は，持続可能な社会の構築を阻んでいる。各国において，地球温暖化やその影響による問題を認識し，解決に向けた取組みを行うことが求められている。日本では「脱炭素社会の実現」に向けた取組みが始まっており，学校教育の各教科等の学習において地球環境問題に関する教育を充実することが求められている。地学基礎の学習では，「脱炭素社会の実現」の理解を導くために，炭素循環の学習を行い，地球システム的な見方・考え方を育むこと望ましいと考える。本稿では，その理由を述べるととともに，炭素循環を認識させるために開発した学習課題，構想・実践した授業を報告する。The effects of global warming are harming our lives and society. Recognizing this situation for all inhabitants on the planet, and making efforts to resolve it are among the common problems that countries worldwide tackle to form a sustainable society. In Japan, efforts toward the realization of a decarbonized society have begun. Japan strives to enhance education on global environmental issues through school education. Therefore, in studying the basics of earth science in high school science, it is desirable to foster perspectives and thinking about the earth by studying the carbon cycle to understand the realization of a decarbonized society. Consequently, a learning task was developed for the learner to recognize the carbon cycle based on the learned items, and a lesson was planned and put into practice to tackle the developed task. It was confirmed that learners were able to acquire cultivated perspectives and thinking about the earth, through the reports written by the learners and the description of the learners’ reflection after learning