生活科教育法および理科教育法を学ぶ前段階の授業科目における領域「環境」の内容と授業方法を取り入れた指導に関する有効性について

摘要

Morimoto and Isobe (2011) had their students complete various activities through playing. In doing so, the students made considerable contribution in understanding the environment for children education. Their pupils experienced many things, expressing what they felt, making sense (aware) of various things, and brought a new way to think about science. This awareness and sprout of scientific thinking became the basis of understanding matter and phenomena, when they began to study Living environment and Science. Thus, practicing the practical lessons which involve the understanding of Living environment and Nature, and connecting it with the teaching method and understanding the context of “Environment”, sets the stage of learning Living environment studies and Elementary science, as a result of this, student awareness and from various questionnaire, makes us realize the understanding of Living environment and Nature corresponds with the lesson on the subject “Living Environmentalstudies.” Moreover it forces the students to become aware of the connections between these two sciences. (Living environmental studies and elementary science.) In conclusion, students can use thisconnection to understand in context what they learned and apply it to their own real life situations.