New Perspectives in Science Education

Edition 13

Accepted Abstracts

Research on Learning to Improve Skills of Scientific Inquiry and to Cultivate Scientific Wisdom

Kenichi Goto, Toyo University (Japan)

Mika Tsuyukubo, Toyo University (Japan)

Yorikazu Nouchi, National Institute for Educational Policy Research (Japan)

Atsushi Fujihira, Nihon University (Japan)

Tomomi Samejima, Tokyo Gakugei University International Secondary School (Japan)

Shizuo Mastubara, Professor Emeritus, Toin University of Yokohama (Japan)

Shosuke Teratani, Professor Emeritus, Tokyo Gakugei University (Japan)


The Japanese government's Sixth Science, Technology and Innovation Basic Plan (2021)[1] points out that in this unpredictable age, it is important to have the skills to see things from multiple perspectives to solve problems, and that it is necessary to further stimulate the "utilization of knowledge" by promoting STEAM education to acquire such skills[2].Science education in Japan ByBee argues that it is difficult to "apply knowledge" by simply learning the basics of science and mathematics, and that it is necessary to give students experience in applying knowledge and skills [3]. In Japan, the new Courses of Study that started in the 2020 school year emphasize inquiry in all types of schools, especially in high schools, where " Period for Inquiry-Based Cross-Disciplinary Study" and a new science and mathematics course, "Inquiry-Based Study of Science and Mathematics" for scientific inquiry have been introduced. The "method of inquiry" in the " Period for Inquiry-Based Cross-Disciplinary Study" in upper secondary schools shows a flow in which students set their own tasks, conduct inquiry, and reflect on the results [4]. On the other hand, the "method of inquiry" in science education is theory-loaded, so when students are setting the tasks, they should already have an expectation of the results and conclusions based on theories and evidence. These differences need to be clarified, and scientific inquiry skills can be expected to improve through awareness and practice of these differences. In this study, we aim to cultivate the required "scientific wisdom" and improve scientific inquiry skills by "using knowledge" through scientific inquiry. As a concrete measure, we will develop teaching materials and methods related to sustainable development (SD). In this article, we introduce some of them, and examine the results and issues through practice.

Keywords : scientific inquiry,STEAM education,scientific wisdom

References : 


[2] For example, National Institute for Educational Policy Research, ed. (2019). "Knowledge and Skills for Life 7 OECD Student Achievement Survey (PISA)--2018 Survey International Results Report, etc.

[3] Rodger W. Bybee.(2013). The Case for STEM Education: Challenges and Opportunities,38

[4] Ministry of Education, Culture, Sports, Science and Technology, ed. (2019). The Case for STEM Education: Challenges and Opportunities,38


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