{"created":"2023-05-15T15:24:48.792465+00:00","id":12186,"links":{},"metadata":{"_buckets":{"deposit":"8fd74037-f011-4ca9-9893-0fd5fae0e3c1"},"_deposit":{"created_by":3,"id":"12186","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"12186"},"status":"published"},"_oai":{"id":"oai:sucra.repo.nii.ac.jp:00012186","sets":["84:295"]},"author_link":["18034"],"item_119_alternative_title_1":{"attribute_name":"タイトル（別言語）","attribute_value_mlt":[{"subitem_alternative_title":"Teachers' Views of Philosophy of Science and the Way Science is Taught in the Classroom"}]},"item_119_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2002","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageEnd":"50","bibliographicPageStart":"43","bibliographicVolumeNumber":"42","bibliographic_titles":[{"bibliographic_title":"理科教育学研究"},{"bibliographic_title":"Journal of research in science education","bibliographic_titleLang":"en"}]}]},"item_119_date_31":{"attribute_name":"作成日","attribute_value_mlt":[{"subitem_date_issued_datetime":"2009-09-17","subitem_date_issued_type":"Created"}]},"item_119_description_19":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では，教師が保持する科学観と理科授業の実態について調査し，両者の関係を明らかにすることを試みた。その結果，以下の点が明らかになった。\n(1) 小・中学校の教師は，伝統的科学観を保持する割合が高い。理論の規準で伝統的科学観を保持する教師は，一貫して伝統的科学観に基づく科学の方法を保持する。また，理論の規準で現代的科学観を保持する教師であっても，その半数以上が科学の方法では伝統的科学観を保持する。\n(2) 小学校の教師の多くは，構成主義学習論的な考え方に立った指導を重視する。一方，中学校の教師の多くは内容の系統性を重視する。こうした違いがあるが，理科の学習を進める際に多くの教師が配慮するとしたものは，小・中学校ともに伝統的科学観に基づいた科学の方法である。\nThis study examined the relationship between teachers' views of science and the way science is taught in the classroom. The results of this study can be summarized as follows.\n(1) Almost all of the teachers' views of science are traditional(Inductivism and Hypothetico-deductivism). More than half of them believe in traditional scientific methods, even teachers who have modern views on the criteria of demarcation.\n(2) Most elementary school teachers feel that guidance is more important in the constructivist approach. On the other hand, most lower secondary school teachers believe that content is more important. Despite this difference, teachers give careful consideration to traditional scientific methods.","subitem_description_type":"Abstract"}]},"item_119_description_29":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_description":"text","subitem_description_type":"Other"}]},"item_119_description_30":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_119_publisher_11":{"attribute_name":"出版者名","attribute_value_mlt":[{"subitem_publisher":"日本理科教育学会"}]},"item_119_source_id_14":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"13452614","subitem_source_identifier_type":"ISSN"}]},"item_119_text_27":{"attribute_name":"版","attribute_value_mlt":[{"subitem_text_value":"[著者版]"}]},"item_119_text_3":{"attribute_name":"著者 ローマ字","attribute_value_mlt":[{"subitem_text_value":"SHIMIZU, Makoto"}]},"item_119_text_32":{"attribute_name":"アイテムID","attribute_value_mlt":[{"subitem_text_value":"A2000052"}]},"item_119_text_4":{"attribute_name":"著者 所属","attribute_value_mlt":[{"subitem_text_value":"埼玉大学教育学部理科教育講座"}]},"item_119_text_5":{"attribute_name":"著者 所属(別言語)","attribute_value_mlt":[{"subitem_text_value":"Faculty of Education. Saitama University"}]},"item_119_text_9":{"attribute_name":"年月次","attribute_value_mlt":[{"subitem_text_value":"2002-3"}]},"item_119_version_type_28":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_ab4af688f83e57aa","subitem_version_type":"AM"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"清水, 誠"},{"creatorName":"シミズ, マコト","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{},{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-01-24"}],"displaytype":"detail","filename":"A2000052.pdf","filesize":[{"value":"314.4 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"A2000052.pdf","url":"https://sucra.repo.nii.ac.jp/record/12186/files/A2000052.pdf"},"version_id":"5372774e-b8e5-4169-bcbd-8eb9a4ef7691"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"教師が保持する科学観と理科授業の実態","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"教師が保持する科学観と理科授業の実態"}]},"item_type_id":"119","owner":"3","path":["295"],"pubdate":{"attribute_name":"公開日","attribute_value":"2009-09-17"},"publish_date":"2009-09-17","publish_status":"0","recid":"12186","relation_version_is_last":true,"title":["教師が保持する科学観と理科授業の実態"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-05-15T19:05:54.147552+00:00"}