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識字と科学は,互いの役に立っている
P David Pearson1, Elizabeth Moje, Cynthia Greenleaf
1University of California, Berkeley, Berkeley, CA 94720, USA. ppearson@berkeley.edu
Science (New York, N.Y.)
|April 24, 2010
まとめ
この研究は,読み書きがK-12の生徒の調査ベースの科学教育をどのように向上させるかを探求しています. 識字を科学教育に組み込むことは,両方の科目にとって有益であり,効果的なカリキュラムの実施を支援します.
科学分野:
- 科学 教育 教育 科学教育
- 識字率の研究 識字率研究
- カリキュラム開発・カリキュラム開発
背景:
- 調査に基づく科学教育は,学生主導の調査と発見を強調しています.
- 識字能力は,科学的情報へのアクセス,処理,伝達に不可欠です.
- 現在のK-12のカリキュラムでは,科学と識字はしばしば別々の学科として提示されています.
研究 の 目的:
- 調査科学と識字教育との連携関係を検証する.
- 読み書きが調査に基づく科学学習をどのようにサポートできるかを判断する.
- 科学教育に識字を組み込むことの利点を理解する.
主な方法:
- 科学と識字を結びつける理論的枠組みの概念分析.
- 統合的アプローチに関する既存の研究の経験的レビュー.
- K-12の設定のための実践的な実装戦略の議論.
主要な成果:
- 読み書きは,科学的な探求のための不可欠なツールであり,理解とコミュニケーションを容易にする.
- 識字を科学教育に統合することで,両方の分野における生徒の関わりと理解が向上します.
- 理論的および経験的証拠は,組み合わせられたアプローチの有効性を支持しています.
結論:
- 調査科学と識字の間の相乗効果は,効果的なK-12教育にとって不可欠です.
- 統合的アプローチを実装するには,カリキュラムの要求を慎重に検討する必要があります.
- この統合における教育者を支援するために,さらなる研究と専門的発展が必要である.
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