信州大学教育学部紀要第108号,pp11-22(2003)

米国における数学・理科・技術科の統合学習IMaST
学習モジュール「食料生産」の教育内容の構成

森山 潤・高井 久・角 和博

[要旨]

     The IMaST (Integrated Mathematics, Science and Technology) Project, which aims at integration of Mathematics, Science and Technology Education, is one of the curriculum development projects implemented by the CeMaST (Center for Mathematics, Science and Technology Education) of Illinois State University in U.S. from 1991. The purpose of this study was to obtain suggestions for methods of curriculum integration based on the interdisciplinary topics, through the analyses of the learning contents of “Food Production”: FP (for 7th grade) module of IMaST.
     The main results were as follows: (1) the learning contents of the FP module well included the standards of each subject in U.S. (CESSM 1989, NSES 1998, STL 2000). It was suggested that curriculum integration by the “theme based model” could combine the characteristics of each subject and the interdisciplinary topics in real world. (2) As the results of comparisons with the Course of Study for Lower Secondary Schools in Japan (1998), plant physiology and ecology in science activities of the FP module was closely related to the “Field 2” of science Education in Japan. (3)Also, designing, constructing and testing activities of the hydroponics system in technology activities of the FP module included some items of the Contents A: “Technology and Manufacturing” in Japanese Technology Education. It was suggested that the comprehensive and technological activities such as “developing hydroponics system” would be able to make relationships between Science and Technology Education in Japan.
      

 Keywords: Integrated Curriculum, Mathematics, Science, Technology, Learning Contents, Food Production

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