The development of geosciences educational materials and curricula related to earthquakes in primary, secondary, and tertiary educations : A global viewpoint

初等、中等和高等教育中与地震有关的地球科学教材和课程的开发：全球观点

基本信息

批准号：
16330183
负责人：
NEMOTO Hiroo
金额：
$ 2.88万
依托单位：
Scientific Research
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

The results of the research are as follows;1. The number of science teachers at lower secondary schools is around 11.9%, which is reasonable while considering the total number of all subjects. However, a high anomaly is observed in the percentage of teachers in different fields of science (physics, chemistry, biology and earth sciences). The number of teachers with the earth science background is about only 0.6%, which should be raised up to around 3% in order to keep in balance to other fields of science.2. Earthquakes are taught within "The environmental science and geology", "Science", "Geography" and "Science", "Science" and "Geography", and "Geography" and "Geology" at mainly upper secondary schools in Egypt, Nepal, New Zealand, Brazil, and Argentina, respectively. Therefore, we found that main interested domain of earthquakes is not relationships between people and nature of earthquakes but mechanisms of them in Japan. On the other hand, for instance, earthquakes are taught in the New Zealand science curriculum and the New Zealand geography curriculum. This is because one of their aspects is impact on society by earthquakes. This aspect is lack of earthquakes education in Japan.3. Current contents of the field of earthquakes in Schools in Japan are not enough to acquire the earthquake literacy. For instance, one of the earthquake literacy is ability to understand articles related to earthquakes on newspapers.4. We propose new earthquake curriculum from primary schools to tertiary education based on the results of above 1, 2, and 3. Moreover, we studied how to teach earthquake's contents come from new curriculum for primary and upper secondary school students through practical classes. Results indicate that our proposed curriculum is reasonable. However, we found that we need to make new teaching guidebooks, several new materials and so forth for teachers in order to be understood the meanings of new curriculum.

研究的结果如下； 1。下中学的科学教师人数约为11.9％，这是合理的，同时考虑了所有学科的总数。但是，在不同科学领域（物理，化学，生物学和地球科学）的教师百分比中观察到了高异常。具有地球科学背景的教师人数仅为0.6％，应将其提高到3％左右，以保持与其他科学领域的平衡。2。地震是在“环境科学与地质”，“科学”，“地理”和“科学”，“科学”，“地理”，“地理”，“地理”和“地质”的主要中的，分别是埃及，尼泊尔，新西兰，巴西和阿根廷的主要上学。因此，我们发现地震的主要感兴趣领域不是人与地震的性质之间的关系，而是日本的机制。另一方面，例如，在新西兰科学课程和新西兰地理课程中教授地震。这是因为他们的方面之一是地震对社会的影响。这方面是日本缺乏地震教育。3。日本学校地震领域的目前内容不足以获得地震扫盲。例如，地震素养之一是能够理解与报纸上地震有关的文章4。我们根据1、2和3的结果提出了从小学到三级教育的新地震课程。此外，我们研究了如何通过实践课程为小学和中学学生提供新的地震内容。结果表明我们提出的课程是合理的。但是，我们发现我们需要为教师制作新的教学指南，几种新材料等，以便理解新课程的含义。