| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2023-03-18 |
| タイトル |
|
|
タイトル |
探究を軸に子どもの「資質・能力」を育成する社会科カリキュラムの原理とその展開 : NCSSのThe College, Career, and Civic Life (C3) Frameworkを手がかりに |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
The Principal of Inquiry-based Social Studies Curriculum for Developing Children’s Competency and Its Example Units: A Case of “The College, Career, and Civic Life (C3) Framework" by NCSS |
|
言語 |
en |
| 作成者 |
草原, 和博
金, 鍾成
河原, 洸亮
鈩, 悠介
兒玉, 泰輔
茂松, 郁弥
山本, 稜
吉川, 友則
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| アクセス権 |
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|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
Inquiry-based |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
Social Studies |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
C3 framework |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
NCSS |
| 主題 |
|
|
主題Scheme |
NDC |
|
主題 |
370 |
| 内容記述 |
|
|
内容記述 |
This paper aims at answering the following two questions; one is “How can social studies move from contents-focused to contents-skill-balanced?" and the other is “How can social studies’ unique skills and competency that extend beyond the boundary of individual subject be cultivated simultaneously?" To answer these questions, authors analyzed “The College, Career, and Civic Life (C3) Framework" and its four example units, which are designed by NCSS to promote inquiry-based curriculum and cultivating competency within social studies. The four example units were based on the “Inquiry Arc," which is the core of the framework: (a) developing questions and planning inquiries, (b) applying disciplinary tools and concepts, (c) evaluating sources and using evidence, and (d) communicating conclusions and taking informed action. After the analysis, authors could discover the framework’s three characteristics. (1) C3 Framework integrates social science disciplines into social studies by using them as lenses to understand society. (2) The framework also achieves a good balance between doing social studies and developing competencies that goes beyond a subject through adapting Inquiry Arc. (3) The framework gives discretionary power to curriculum designers including teachers, so they should be in charge of their curriculum as gatekeepers. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
広島大学大学院教育学研究科附属教育実践総合センター |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
|
|
ID登録 |
10.15027/45469 |
|
ID登録タイプ |
JaLC |
| 収録物識別子 |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
1341-111X |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AN10491493 |
| 開始ページ |
|
|
開始ページ |
157 |
| 書誌情報 |
学校教育実践学研究
Hiroshima journal of school education
巻 24,
p. 157-166,
発行日 2018-03-22
|
| 見出し |
|
|
大見出し |
教師教育・教員養成 |
|
言語 |
ja |
| 見出し |
|
|
大見出し |
Teacher Education and Training |
|
言語 |
en |
| 旧ID |
45469 |
HiroshimaJSchEduc_24_157.pdf (1.2 MB)
