| Course title | |||||
| 理科教育法Ⅳ [Science Education Ⅳ] | |||||
| Course category | teaching profession licensure courses | Requirement | Credit | 2 | |
| Department | Year | 1～4 | Semester | 2nd | |
| Course type | 2nd | Course code | V0214 | ||
| Instructor(s) | |||||
| 町田 智朗, 三浦 巧也 [MIURA Takuya] | |||||
| Facility affiliation | Graduate School of Agriculture | Office | afjgxte/L1151 | Email address | |
| Course description |
|
This course focuses on the following three points about what is needed for the "science" class, which is a subject to study natural science. 1) Think about what natural science content everyone deserves before graduation from high school, which is essentially compulsory education. 2) Consider how to aim for a lesson that rewrites the simple concept that people have held from ancient times to the present day to the correct concept of natural science through experiments, observations, and discussions. 3) Learn how to create lessons and create a lesson plan before teaching training by experiencing the creation, practice, and examination of lesson plans. |
| Expected Learning |
|
Understand the concept, content, goals, methods, and evaluation of science lessons. To develop the ability to work on lesson planning through the experience of creating and practicing learning teaching plans with a view to the contents of elementary, junior high and high schools on a certain theme, and examining them. |
| Course schedule |
|
It is common for students to understand what is written in textbooks but not understand them. In order to reduce such discrepancies, it is important not only to deeply learn the contents taught by the instructors, but also to consider what, why, and how. Based on these, I plan to design and practice the lessons and learn how to consider them and their importance. 1 Guidance: What to teach and what to learn in science classes 2 Examining the expression ― Taking power as an example 3 Contents to be taught ―Taking the class of inertia and acceleration as an example― 4 Selection of contents of class ―Example of nuclear and radiation class― 5 How students see and perceive-An example of the nature and nature of waves- 6 Structure of class 7 Teaching plan Design drawing of class 8 Teaching plan Lesson plan② 9 Changes in the lesson plan ―Taking action / reaction classes as an example― 10 Examination of lesson plan and lesson practice (instructor's lesson) ① 11 Examination of lesson plan and lesson practice (instructor's lesson) ② 12 Simulation class by students and its examination① 13 Simulation class by students and its examination② 14 Simulation class by students and its examination③ 15 Summary of class The order of introduction and practice classes may be changed. |
| Prerequisites |
| In addition to class hours, we plan to create a lesson plan by referring to the distributed materials. |
| Required Text(s) and Materials |
| None (Introduce in the class if necessary) |
| References |
| None (Introduce in the class if necessary) |
| Assessment/Grading |
|
Report that also serves as attendance (50%) Assignments distributed in class (including before and after) (20%) Lesson plan and contents of mock class (30%) |
| Message from instructor(s) |
|
Natural science has evolved while learning from each other not through the achievements of any one person in history, but through discussions with various people (who were around) and experiments and observations. We expect independent participation (questions and remarks) so that they can learn from each other in this class. |
| Course keywords |
| Office hours |
| Questions will be accepted before or after each class or by email. You will receive your email address during the first hour of class. |
| Remarks 1 |
| Remarks 2 |
| Related URL |
| Lecture Language |
| Japanese |
| Language Subject |
| Last update |
| 4/7/2020 3:13:40 PM |