小学校教師の理科学習指導に関する資質の実態

平田昭雄　福地昭輝 下條隆嗣

東京学芸大学教育学部

Synopsis:

A total of 2,010 teachers working in public elementary schools were
questioned in order to investigate the status of science teaching
literacy in Japanese elementary school teachers. The responses from
580 of them (29%) were collected and they were analyzed by deviding
the teachers into the three groups of science-oriented teachers,
literature-oriented teachers and the other teachers including junior
college graduates etc. acording to their accademic carriers. The main
findings of this study are summarized as follows:

(1) Most elementary school teachers have not acquired enough basic
　　knowledge or basic skills in physical geography and/or astronomy
　　for elementary science teaching.
(2) Science-oriented teachers are apt to be good at laboratory works
　　suchas in-door experiment and the other teachers are apt to be good
　　at field works such as out-door observation in elementary science
　　lessons.
(3) Some elementary school teachers have difficulty in teaching
　　observations or experiments in science classrooms. The reason of
　　the difficulty is considered to be that enough experience on
　　observations and experiments are not acquired by the teachers
　　themselves and/or their ability of making designs of observations
　　and experiments suitable for children's cognitive development is
　　weak .