@article{oai:sucra.repo.nii.ac.jp:00019252,
 author = {西井, ミカ and 小倉, 康},
 issue = {1},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {In the National Curriculum in England, “Working Scientifically (WS)” is taught as a content domain taught through biology, chemistry and physics. In the content domain, students are supposed to acquire the necessary ideas and skills to study science. By introducing the contents covered in WS into Japanese science curriculum, we expect it lead to the improvement of students' understanding of importance of learning science, abilities for scientific thinking, judgment, and motivation.
The purpose of this study is to clarify the situation of teaching WS in Japan. We analyzed the elements of WS at key stage4 and what is taught in each unit of science in England and compared the elements with the equivalent contents in Japanese curriculum and textbooks at the lower secondary school level.
Results showed that in England, elements of WS are fully covered through teaching biology, chemistry and physics, while in Japan, the elements equivalent to WS are partially covered in the contents but not a few elements are rarely covered. It was also found that the elements of WS are intended to be taught explicitly in the lesson plan in England, so we concluded that students in England are supposed to be more able to feel the importance of learning science than Japanese students., text, application/pdf},
 pages = {63--82},
 title = {Working Scientifically の指導に関する研究 : 英国と日本の教育内容の比較を通じて<教育科学>},
 volume = {70},
 year = {2021},
 yomi = {ニシイ, ミカ and オグラ, ヤスシ}
}